This report identified gaps in the evidence, particularly on the role of CVA in increasing equity and inclusion of the most marginalised children in EiE, which has informed the central focus of this research.

This study assesses the extent to which Education Sector budgets are adequate, gender-responsive and inclusive and to analyse education budget trends between 2019 and 2021.

The experiences in this book are told from the perspective of the teacher as the primary social actor. However, teachers as a group do not become social actors spontaneously or in isolation. “Working through Teachers” implies the involvement of change agents, within and outside of the teaching profession, who move teachers to action.

This publication explores policies and strategies for child friendly spaces/environments. It includes case studies from Albania, Turkey, Northern Caucasus, Colombia, Liberia, and Gujarat.

Entitled Lead for learning, this report argues that, in pursuing specific goals, education leaders are more than just managers. They are change agents, who need the time, trust and support to focus on setting a vision and developing the people they serve and work with. The report calls for investment in and empowerment of school and system leaders. There should be fair hiring processes and growth opportunities that recognize the full scope of leaders’ roles. Moreover, leadership works best when it is shared, empowering others to lead as they can within their roles.

The Georgetown Institute for Women, Peace and Security examines and highlights the roles and experiences of women in peace and security worldwide through cutting edge research, timely global convenings, and strategic partnerships.

Providing educational services for children is a vital intervention during emergencies, chronic crises, and early phases of reconstruction.

This document presents our current understanding of Anticipatory Action in Education and will be used as a starting point for discussion, planning and preparedness with country clusters and key partners through the GEC’s Task Team for Preparedness and Anticipatory Action.

The purpose of this guidance note is to give partners ideas of how they can continue to support learners during this period when schools are closed.

This report focuses on the experiences of three key donors: the United States (US), the United Kingdom (UK) and Germany. It also provides case studies showing the operationalisation of the agenda in three fragile states, namely, Afghanistan, Cambodia and Nepal. Because the FS agenda is relatively new, the policies, tools, and institutions to implement it are still being developed.