Year
2020
Pages
64
This case study examines how, in the Democratic Republic of the Congo (DRC), humanitarian and development actors can more effectively coordinate planning and response to strengthen education outcomes for children and young people affected by crises. It looks at the ‘who’, the ‘how’ and the ‘so what’ of coordination of education in emergencies (EiE) and protracted crises for internally displaced persons (IDPs), local communities affected by crises, and refugees, resulting in recommendations for action that can be taken by different types of stakeholders, including the DRC Government.
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