Blog

This story of two Syrian refugee teachers, Shadi and Muteeb, who teach in Jordan's Azraq refugee camp, was collected as part of TiCC Roundtable to ensure that the voices and experiences of teachers working in crisis and displacement permeate all aspects of the event.

This story of Bas, an Accelerated Learning Program teacher in Afghanistan, was collected as part of TiCC Roundtable to ensure that the voices and experiences of teachers working in crisis and displacement permeate all aspects of the event.

This story of two Syrian refugee teachers, Hisham and Aya, was collected as part of TiCC Roundtable to ensure that the voices and experiences of teachers working in crisis and displacement permeate all aspects of the event.

This story of Syrian refugee teacher, Basam, who teaches in Za’atari camp in Jordan, was collected as part of TiCC Roundtable to ensure that the voices and experiences of teachers working in crisis and displacement permeate all aspects of the event.

This story of a Syrian refugee teacher of English, Lina, was collected as part of TiCC Roundtable to ensure that the voices and experiences of teachers working in crisis and displacement permeate all aspects of the event.

This blog is cross-posted by NORRAG, INEE, and FHI 360 on occasion of the International Day for Universal Access to Information. It presents the newly released “Long-term vision and Action Agenda for education in emergencies data," an outcome of the Education in Emergencies Data Summit held in Geneva on 20-12 June 2019.

The Humanitarian Education Accelerator (HEA) - a DFID funded partnership between UNHCR and UNICEF - has been working to better understand the process of scaling in protracted crisis settings. Since 2016,  the HEA has aimed to support five humanitarian education innovations that are in the process of bringing their innovations to scale. 

This blog discusses the challenges researchers face when working with students in crisis and conflict-affected contexts and show how the recently launched MENAT Measurement Library, a joint project by the IRC and NYU Global TIES for Children, supports evidence-based approaches in the field.

Support from the private sector and philanthropy does not predicate accountability. In fact, it appears to be more like a ‘gift horse’ that you don’t look in the mouth, since their ‘generosity’ does not imply accountability.

In response to the changing landscape and continued need, the INEE Gender Task Team, led by UNGEI, is releasing a new and updated version of the Guide. The INEE Guidance Note on Gender responds to the new landscape and builds on the Gender Pocket Guide, sharing insights and experiences from a range of partners.