This handbook was developed to guide action on ensuring full compliance with the right to education. The handbook will also be an important reference for those working towards the achievement of SDG4, by offering guidance on how to leverage legal commitment to the right to education as a strategic way to achieve this goal. 

This publication provides donors, policymakers, practitioners, researchers, and teachers with compelling examples of programs and practices that positively influence improvements in teachers’ work conditions and teaching practice.

The report’s key message is clear—interventions in water-related domains are important in and of themselves and for enhancing gender equality more broadly. The report discusses examples of initiatives that have had intended and unintended consequences for gender equality, and makes the important point that gender inequality does not always show up where we might expect. 

The review examines the post-war period in particular, from the signing of the General Framework Agreement for Peace in 1995 through to the present day. For the purposes of this review, ‘fragility’ is understood as referring to the multiple transitions the BiH State and society are currently undergoing, and the many challenges inherent in these transitions.

This paper reflects historically and contemporaneously on the relationship between ‘International Education and Development’ actors and foreign intervention in our colonial past and present, with a particular focus on Education in Emergencies (EiE), a sub-field of research and practice within ‘International Education and Development’.

This paper reviews the available data sources on refugee education that could contribute to SDG4 monitoring for refugees, covering access, learning, protection and safety. It examines a range of sources to understand where data lies across the data value chain.

Early life experiences shape the architecture of the brain and lay the foundation for later development. The very youngest refugees† face compounding risks that threaten their long-term development and wellbeing. Still, the multi-dimensional needs of displaced infants, toddlers and those who care for them remain overlooked and underfunded.

It lays out practical recommendations for governments to integrate teaching on local risk and hazards into the curriculum and increase the physical safety and resilience of school buildings.The brief cites good practices and simple targets for governments to address.

This report explores the ways in which information and communication technologies (ICTs) can contribute to efforts towards meeting child-focused development goals. This report serves as a key contribution on which to build informed dialogue and decision making, developed jointly between research, policy and practice.

This report examines whether donor policies and humanitarian funding are keeping up with increased demand for education in emergencies, and whether there has been any progress towards addressing the recommendations in the first Walk the Talk-report.