This K4D Impact Story shares how the K4D’s Education in Fragile and Conflict Affected States (FCAS) Learning Journey supported the UK Government’s and global partners’ understanding of the subject, facilitated dialogue and learning, and equipped advisors with evidence and ideas that promote ongoing stability. This case study was made possible through the contribution of the K4D Programme team, staff at the Foreign, Commonwealth and Development Office, and others who engaged with the resources and K4D Programme.Foreign, Commonwealth and Development Office (FCDO
The last decade has seen a growing recognition amongst international donors, development agencies, n...
This paper is a reflection on experience and lessons learned over the six years of the Knowledge, Ev...
Developments in the area of education and fragility have accelerated rapidly over the last few years...
This document brings together key findings from a Foreign, Commonwealth and Development Office (FCDO...
The Knowledge, Evidence and Learning for Development (K4D) Programme, which started in 2016, comes t...
Conflict, violence, and peace has been the focus of many evidence requests and much of the learning ...
Whilst education is most often viewed as central to peace-building, it is important to note that it ...
Achieving Sustainable Development Goals requires the inclusion of the most vulnerable people affecte...
DFID are aware that there are strong connections between education and stability which have implicat...
The global COVID-19 pandemic endangers progress made on more inclusive and sustainable growth patter...
In this study, we trace the history of policy development within the Global Partnership for Educatio...
Too many parts of the world are suffering from conflict and its repercussions. Millions of children ...
This paper lays out a theoretical and analytical framework for researching and reflecting on the pea...
This Emerging Issues Report explores the relationship between education, conflict, and (in)stability...
Fragile, conflict and violence-affected settings (FCVAS) are messy and ambiguous contexts in which t...
The last decade has seen a growing recognition amongst international donors, development agencies, n...
This paper is a reflection on experience and lessons learned over the six years of the Knowledge, Ev...
Developments in the area of education and fragility have accelerated rapidly over the last few years...
This document brings together key findings from a Foreign, Commonwealth and Development Office (FCDO...
The Knowledge, Evidence and Learning for Development (K4D) Programme, which started in 2016, comes t...
Conflict, violence, and peace has been the focus of many evidence requests and much of the learning ...
Whilst education is most often viewed as central to peace-building, it is important to note that it ...
Achieving Sustainable Development Goals requires the inclusion of the most vulnerable people affecte...
DFID are aware that there are strong connections between education and stability which have implicat...
The global COVID-19 pandemic endangers progress made on more inclusive and sustainable growth patter...
In this study, we trace the history of policy development within the Global Partnership for Educatio...
Too many parts of the world are suffering from conflict and its repercussions. Millions of children ...
This paper lays out a theoretical and analytical framework for researching and reflecting on the pea...
This Emerging Issues Report explores the relationship between education, conflict, and (in)stability...
Fragile, conflict and violence-affected settings (FCVAS) are messy and ambiguous contexts in which t...
The last decade has seen a growing recognition amongst international donors, development agencies, n...
This paper is a reflection on experience and lessons learned over the six years of the Knowledge, Ev...
Developments in the area of education and fragility have accelerated rapidly over the last few years...