This document summarises the findings of the report Protecting Children in Armed Conflict, led by Shaheed Fatima QC (published in 2018 by Hart/ Bloomsbury), and produced for the Inquiry on Protecting Children in Conflict, chaired by Gordon Brown. Theirworld, Save the Children Fund and the Global Health Academy at the University of Edinburgh have supported the work of the Inquiry. 

This template can be used and tailored to fit different levels of advocacy campaigns, events, and products. Depending on the scale, not all sections will be required. Ideally this template will be discussed and completed in a face-to-face workshop or completed and shared for comment by a team.

This paper analyses a range of literature reviews to identify characteristics of effective teacher education.

Policymakers in low-income countries face an apparently impossible dilemma: keeping schools closed will create catastrophic learning loss, while reopening may be highly dangerous and unacceptable to parents and teachers. We argue that there is a way of dealing with this dilemma, and that the choice is not, in fact, quite so binary. There is a middle way. 

Le programme de formation du personnel enseignant à la pédagogie adaptée au genre (GRPTT) intègre l'égalité des sexes dans le développement professionnel du personnel enseignant centré sur l'enfant. Il est adaptable à de multiples contextes et est conçu pour fournir des solutions pratiques aux enseignants dans des environnements à faibles ressources.

The Gender Responsive Pedagogy Teacher Training (GRPTT) pack integrates gender equality into child-centered teacher professional development. The pack is adaptable to multiple contexts and is designed to provide practical solutions for teachers in low-resource environments. 

This note is intended to provide additional insights for education cluster coordinators on the potential uses of CVA for EiE in the current COVID-19 pandemic response under the GHRP COVID-19.

This paper summarizes the recent UNICEF analysis on investing in early childhood education in developing countries. It provides a benefit-cost analysis of investments in pre-primary education in 109 developing low- and middle-income countries and territories, using data from 2008 to 2019.

This policy brief series draws from a series of intergenerational dialogues on gender and education in crisis.