Ce cours est conçu pour fournir au personnel de l'UNICEF des compétences de base relatives à l'éducation dans les situations d'urgence.

تم تصميم هذه الدورة لتزويد موظفي اليونيسف بالمعرفة والمهارات الأساسية الخاصة بالتعليم في حالات الطوارئ.

This course is designed to provide UNICEF staff with foundational knowledge and skills relating to education in emergencies.  The course was originally designed by ESARO, the content has been utilized and updated from existing content from EiE capacity development training (such as for Frontline Responders, INEE Minimum Standards, Risk-Informed Programming, and others) in a comprehensive manner.

A report summarizing the key learnings and recommendations from the Reconstructing Children’s Rights Institute – an online institute about dismantling colonialism, racism, and patriarchy in international development and humanitarian efforts.

This evidence brief compiles emerging insights on the association between women school leaders and education outcomes. It also seeks to draw attention to the low representation of women in school leadership roles and the barriers that hinder women's access to these positions.

This webinar looked at current trends on Secondary Education and launched a dedicated page on the INEE website that will collate relevant resources on this topic; created with the support of the Secondary Education Working Group. A particular focus of the webinar was the main findings of the “Evidence on Learning Outcomes for Adolescents in Fragile Contexts: A Landscape Analysis”.

This article presents the contribution of ALiVE to the global SEL conversation, specifically on the ‘why’ and ‘how to’ in contextualizing SEL in varied global contexts.

The framework provides a blueprint to ensure that the ECW Secretariat realizes disability inclusion, both internally and through its investments and partnerships. Additionally it seeks to guide the systematization of ECW’s work on Disability Inclusion to ensure that the Fund can reach 10% of children with disabilities across its investment portfolio.

The Teacher Professional Development (TPD) package has been developed to provide support for teachers recruited to teach in refugee settlements and other emergency related education situations in Uganda.

This study explores effective mental health and psychosocial support (MHPSS) programming integrated within education in emergencies (EiE). Core actions developed through a participatory consultation with multisectoral actors are outlined to address the common challenges and barriers associated with MHPSS programming in emergency education.