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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.

"World Teachers' Day, held annually on 5 October since 1994, commemorates the anniversary of the signing in 1966 of the UNESCO/ILO Recommendation Concerning the Status of Teachers. It is an occasion to celebrate the essential role of teachers in providing quality education at all levels. "

This briefing focuses on MDG2 - to achieve universal primary education - and its target: to ensure that, by 2015, children everywhere, boys and girls alike, will be able to complete a full course of primary schooling. Developing young minds can help lift countries out of poverty and contribute to a better future for all.

The Daniel Fignolé School in Port-au-Prince was admired for giving quality education to those who couldn't afford a private school until the 2010 earthquake wrecked its campus Read more: http://www.time.com/time/video/player/0,32068,746712918001_2041953,00.html#ixzz1Ayc1x5vx

The system for selecting, training and developing teachers must be changed if Scotland is to produce results to compete on the international stage, an education expert has said. Graham Donaldson said the country already had an education system widely recognised as high quality, yet it was still failing to compete with countries such as Finland and Australia.

The quality of the teacher student relationship is the single most important factor that determines success as a teacher.

Union boss David Osiany said despite setting a target to employ 28,000 teachers by 2012, the government decided not to allocate money in this year's estimates. "It is obvious the government has overlooked the current teachers deficit that is now taking its toll on the quality of education and we cannot just sit and watch as education standards are compromised," Osiany said.

"The UK's education system is ranked sixth best in the developed world, according to a global league table published by education firm Pearson. The first and second places are taken by Finland and South Korea. The rankings combine international test results and data such as graduation rates between 2006 and 2010. Sir Michael Barber, Pearson's chief education adviser, says successful countries give teachers a high status and have a "culture" of education."