This paper argues that textbooks and pedagogy represent potentially transformative strategies to restructure young people’s learning and expand their social and emotional capacities as they make the journey to adulthood.

If you are looking to improve your advocacy skills, take action in your community, or help your organisation or group to start a campaign, this toolkit is for you. Through step-by-step guidelines this toolkit will provide you with the support you need.

This qualitative case study examines how ActionAid International Sierra Leone (AAISL) engage in post-conflict settings to ensure children's rights to education are met. 

We revisit two sets of literature, research on anti-racism and organizational change, to explore what actions and leadership attributes could foster actual institutional change for racial equity.

This Field Note outlines UNICEF’s role in providing education in conflict-affected contexts. It presents recent developments in this field and discusses lessons learned and good practice based on our experience through country case studies.

This compendium of resources was created by team members participating in the Holistic Languages Pedagogies  Project at the Center for Professional Learning at Childhood Education International between July and October 2024. The project brought together English language educators from Ukraine and the United States to learn about and apply holistic language pedagogies together in a virtual community of practice.

This Training Package aims to address the immediate emerging needs for health and safety measures, learning loss, and mental health and well-being in schools and classrooms. The information presented here is developed for educators, teachers and education staff across the Middle East and North Africa region in mind, but can be easily adapted to any context.

This report tells the stories of some of the world’s 7.1 million refugee children of school age under UNHCR’s mandate. In addition, it looks at the educational aspirations of refugee youth eager to continue learning after secondary education, and highlights the need for strong partnerships in order to break down the barriers to education for millions of refugee children.

This factsheet presents six stories from children with disabilities, collected by Humanity & Inclusion in Lebanon, Jordan, Egypt and the occupied Palestinian territory.

UIL and ADEA present the results of a comprehensive stocktaking research project that assesses the experiences of mother tongue and bilingual formal and non-formal education in 25 sub-Saharan African countries as well as the creation of multilingual literate environments.