Evidence

This study is a rigorous review of evidence found in the literature that shows which interventions promote educational access, quality of learning, and wellbeing among children who live in crisis-affected areas, and those in settings where a crisis has just ended.

This policy paper provides guidance on how to increase and improve the measurement of holistic learning outcomes for crisis-affected learners. It was developed by the Quality and Equitable Learning Outcomes (QELO) workstream of the Education Policy Working Group (EPWG) and is a resource for donors, national governments, and humanitarian and development agencies.

In this article, we conduct an integrative and rigorous review of theory and research on education in emergencies programs and interventions as international agencies implement them in areas of armed conflict.

The purpose of this report is to build an understanding of ‘what works’ in educational technology (EdTech) to ensure that children can learn in crisis or displaced settings.

This report is a rigorous literature review on the political economy of education systems in conflict-affected contexts and is aimed at education advisers and agencies, development practitioners and Ministry of Education policy makers working in conflict-affected contexts.

In the context of debates around teachers’ role in educational outcomes, accountability and management, this literature review explores their potential to be active agents of peacebuilding. This review specifically aims to explore their role in promoting peace, reconciliation, social cohesion and violence mitigation.

This guidance note aims to begin bridging the gap between evidence and programming by pulling together in one place the most robust evidence available to date, and combining this with DFID adviser experience of  programming in three different emergency contexts.

Education under Attack 2020 documents attacks on education in situations of armed conflict and insecurity between January 1, 2017, and December 31, 2019. Each of the 37 countries profiled in Education under Attack 2020 experienced at least ten reported attacks on education or military use of educational facilities in 2017 and 2018, the first two years of the period covered.

This report finds that: Communities prioritise education over other needs in emergency contexts; Longer term costs of emergencies to education include estimates that reach hundreds of millions – and even billions – of dollars; and Humanitarian aid to education in emergencies is very low, with limited understanding of how this can catalyse other sources of funding.

These ECCN Evidence Gap Maps are an approach to our objective to build evidence and capacity to increase equitable access to education in crisis-and-conflict-affected environments.

The second edition of NORRAG Special Issue (NSI) is dedicated to data collection and evidence building to support Education in Emergencies (EiE). It focuses on why data and evidence are crucial for understanding and addressing situations of emergency and protracted crises and provides insight into the ethical and material challenges when gathering evidence

This issue of FMR includes 29 articles on Education, and two ‘general’ articles

This special issue of Education and Conflict Review attempts to assemble theories and conceptual frameworks that are dispersed across a wide array of academic publications and often inaccessible to those who need them the most, particularly to the education and conflict researchers and practitioners in low-income contexts.