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DADAAB, Kenya (August 11, 2011) - As the influx of Somali refugees across the border to Kenya is increasing every day, CARE draws attention to the lack of sufficient primary education for children living in the refugee camps of Dadaab. The latest numbers of officially registered refugees issued by the United Nations on August 8, 2011, list 399,346 people currently living in Dadaab, a number that is expected to keep growing. Amongst the total refugee population, approximately 114,000 are children at the age of 5 to 13, and only 38 percent are currently enrolled in school.

This annotated bibliography reflects the findings from a scoping exercise to identify the published research about young children in emergency and crisis. Every year, emergenices place millions of children at risk worldwide affecting young children's security, health, emotional and psychosocial development. Early Childhood care and development (ECCD) in emergencies provides immediate, life-saving, multi-sectoral support for children from conception to eight years during times of crisis. The scope of the literature includes aspects of the need for ECCD in emergencies; interventions in ECCD in different types of emergency; and curricula, resources, training and dissemination of information for ECCD in emergencies. To suggest additional articles to be included in the annotated bibliography or for further information, please contact minimumstandards@ineesite.org or earlychildhoodtaskteam@ineesite.org.

Crises negatively affect the education and livelihood prospects of youth, which in turn can play a role in the perpetuation of fragility in post-crisis settings. The development and implementation of effective education and training for youth in contexts characterized by displacement, a breakdown of social services, and economic despair presents a broad spectrum of challenges. Yet, it is a necessary component of promoting self-sufficiency and long-term stability. This annotated bibliography aims to contribute to building the evidence base to effectively articulate and advocate for successful, quality education programming for all youth affected by crisis. The selection criteria for documents reviewed in this annotated bibliography were broadly defined as any texts dealing with, reviewing, analyzing, evaluating or describing educational programmes catering specifically or partially to youth and adolescents in situations of emergency, protracted crisis through to post-crisis and recovery. Preference was given to texts that address specific impacts and lessons learned. This review is not meant to be a mapping exercise of existing programmes and actors, rather it attempts to document specific impacts of programmatic approaches. To suggest additional articles to be included in the annotated bibliography or for further information, please contact youthtaskteam@ineesite.org or minimumstandards@ineesite.org.

* Provides an justification for the use of ICTs in the classroom. * Describes the ways in which ICTs can be used to improve efficiency, educational management and pupil learning. * Provides examples of ways that ICTs can be used to enhance classroom learning.

* Provides a general introduction to the justification for, practicalities of and challenges of ICT use in education.

This unit looks at the pedagogical issues involved in the creation and selection of self-study educational resources for a set of intended learning outcomes as exemplified here on OpenLearn. It is a unit about writing a unit. 

Guide to integrating ICT and outdoor learning in the early years.

Guide to using a Smart Board in the early years

Provides a brief description of the effective use of ICT in teaching, and then follows with a self-test activity to promote application of knowledge.

A presentation which provides 40 suggested uses of ICT in the classroom.

In this project-based course, students learn how we learn from interactive computer environments, and delve into the process of designing and understanding simulations and games for learning.

This course explores the design of innovative educational technologies and creative learning environments, drawing on specific case studies such as the LEGO® Programmable Brick, Scratch software and Computer Clubhouse after-school learning centers. Includes activities with new educational technologies, reflections on learning experiences, and discussion of strategies and principles underlying the design of new tools and activities.

This unit engages with the debates surrounding the term 'creativity' and explores ways in which ICT creates new opportunities for creativity and collaborative working.

Series of online courses. Individual courses consider the ways that use of ICT can benefit: assessment, projects, collaboration, leadership and data analysis.

Welcome to the INEE Toolkit! In this Toolkit you will find a wide variety of tools to guide humanitarian aid workers, government officials and educationalists working in the field of education in emergencies. For more information, please visit the toolkit overview.