Blog

In this blog, Chris Henderson shares reflections from his research on the challenge of addressing teacher mental health in crisis contexts, especially when stigma and precarious employment conditions inhibit teachers’ willingness to share.

This story of Anei, a teacher in an Accelerated Learning Programme in South Sudan, was collected as part of TiCC Event Series to ensure that the voices and experiences of teachers working in crisis and displacement permeate all aspects of the event.

This story of Irene, a teacher in an Accelerated Education Programme in Palabek, Uganda, was collected as part of TiCC Event Series to ensure that the voices and experiences of teachers working in crisis and displacement permeate all aspects of the event.

This story of Geofry, a teacher in an Accelerated Education Programme in Palabek, Uganda, was collected as part of TiCC Event Series to ensure that the voices and experiences of teachers working in crisis and displacement permeate all aspects of the event.

This story from Nang Pin Kham, a community teacher in Shan State, Myanmar, was collected as part of TiCC Event Series to ensure that the voices and experiences of teachers working in settings of crisis and displacement permeate all aspects of the event.

This blog, written by Michael Jones, a teacher living in Iraq, discusses the need for more inclusive education policies for IDP children in Iraq as a means for promoting greater social cohesion and peacebuilding. 

COVID-19, climate-induced disasters, the Afghanistan crisis, the Ukraine conflict, and other forgotten crises – threats against global stability and security are at extraordinary highs and projected to worsen.

There are large gaps in global research about the complexities and nuances of SRGBV. In response, USAID’s Higher Education Solutions Network (HESN) supported AidData, a research lab at William & Mary, and Together for Girls to conduct secondary analyses of the Violence Against Children & Youth Surveys (VACS) data to identify the prevalence of SRGBV.

As E-Cubed closes out its fifth year, INEE and Dubai Cares have identified three guiding principles to E-Cubed’s contribution to the EiE evidence base. These principles are mutually reinforcing and demonstrate E-Cubed’s commitment to building an equitable evidence base.

This interview with Tanzina, a Bangladeshi national teacher supporting the Rohingya Response for the last 4 years, was collected as part of TiCC Event Series to ensure that the voices and experiences of teachers working in settings of crisis and displacement permeate all aspects of the event.