The ECDiE updated module seeks to introduce frontline workers and humanitarian program developers/implementers of all sectors (non-early childhood development specialists) to ECDiE as an essential component of humanitarian responses to crises and emergency situations. 

El módulo actualizado de desarrollo de la primera infancia en situaciones de emergencia (ECDiE, por sus siglas en inglés) pretende introducir a los trabajadores de primera línea y a los desarrolladores/implementadores de programas humanitarios de todos los sectores (no especialistas en desarrollo de la primera infancia) en la ECDiE como componente esencial de las respuestas humanitarias a las crisis y situaciones de emergencia. 

How collaborating on language technology development could reduce the digital language gap

This report highlights the language limitations of most digital humanitarian services, leaving millions of crisis-affected individuals excluded. It demonstrates the demand to make services available in the language that people need. The research spotlights two digital platforms making strides towards inclusion for marginalised language speakers.

This brief will detail why education and early childhood development (ECD) are exemplary areas for strengthened IDA21 investment in fragile, conflict, and violence (FCV) settings and how the World Bank can set out to achieve a lasting impact.

This Global Thematic Review on Education examines the under-researched relationship between education and institutional care. It uses a rights-based lens rooted in the principle that all fundamental rights are universal, inalienable, interdependent and indivisible. Specifically, it is based on the premise that children’s fundamental rights to both education and family life should and can coexist, but that that indivisibility is currently, at times, compromised. 

United Kingdom Foreign Commonwealth & Development Office in Nigeria requested a literature review to gather evidence-based best practices and explore potential avenues for coordination and collaboration with other development partners to address improving safety and community resilience in and around schools and reintegration of kidnap victims.

This diagnostic report summarizes the methodology and results of the systems analysis in Peru, and provides a series of recommendations to strengthen the coherence of the Peruvian educational monitoring and evaluation systems for holistic learning outcomes.

This diagnostic report summarizes the methodology and results of the systems analysis in Colombia, and provides a series of recommendations to strengthen the coherence of the Peruvian educational monitoring and evaluation systems for holistic learning outcomes.

This report allows us to understand the key barriers to access and completion of secondary education, especially for girls, across the seven secondary schools in Kakuma run by JRS where we work as the UNHCR implementing partner for secondary education.