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From Africa and Asia to Latin America and the Near East, there are 925 million people in the world who do not get enough food to lead a normal, active life.

Education in emergencies (EiE) is both a research "field in its infancy" and a rapidly "emerging  field" (Tomlinson & Benefield, 2005). This scoping study reviews a wide range of academic  articles and grey literature in the education in emergencies field to map current and past research  methodologies used by academics and practitioners. It identifies the unique successes and gaps in  the evidence base in order to support future academics and practitioners in conducting and  documenting research. This study concludes that ensuring sound ethical and rigorous reflective  research practices is critical to fill research gaps and to move EiE from infancy to a welldeveloped, reputable research field.

To mark International Women's Day, UNESCO and the UIS have jointly released the World Atlas of Gender Equality in Education, which includes over 120 maps, charts and tables featuring a wide range of sex-disaggregated indicators.   The vivid presentation of information and analysis calls attention to persistent gender disparities and the need for greater focus on girls' education as a human right.   The atlas illustrates the educational pathways of girls and boys and the changes in gender disparities over time. It hones in on the gender impact of critical factors such as national wealth, geographic location, investment in education, and fields of study.     The data show that: Although access to education remains a challenge in many countries, girls enrolled in primary school tend to outperform boys. Dropout rates are higher for boys than girls in 63% of countries with data. Countries with high proportions of girls enrolled in secondary education have more women teaching primary education than men. Women are the majority of tertiary students in two-thirds of countries with available data. However, men continue to dominate the highest levels of study, accounting for 56% of PhD graduates and 71% of researchers.

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.

"Welcome to Genocide Archive Rwanda On this site you will find videos relating to the 1994 Genocide against the Tutsi enriched with synchronized transcripts, searchable index terms, and maps. Videos include testimonies of Genocide survivors and perpetrators, Gacaca Justice System court proceedings, and remembrance ceremonies. Digitized photos, publications, archival documents, and audio recordings relevant to the Rwandan Genocide are also available on this site. "