Blog

This blog, part of the Committing to Change: Girls' EiE from Charlevoix to COVID-19, explores how CODE has used its expertise in book production to help promote gender equity in Sierra Leone through the three-year Transforming Girls’ Education program.

A new paper by the Alliance and INEE analyses how school closures during the COVID-19 pandemic have had negative consequences for the wellbeing of children and young people in crisis contexts. We call on decision makers to use this paper to frame a holistic analysis of school closure on the wellbeing of children and young people, and to consider the safe reopening of schools.

This blog, part of the Committing to Change: Girls’ EiE from Charlevoix to COVID-19 series, discusses how the COVID-19 pandemic has exacerbated the fragility of educational access to women and girls in South Sudan, while also highlighting opportunities for engaging with communities to strengthen access to education.

In the new INEE Advocacy Brief, Private Engagement in Education in Emergencies: Rights and Regulations, we explore some of the tensions arising from the unique involvement of for-profit actors in EiE, and make recommendations to support the prioritization of safe, equitable, and quality public education for all children and young people affected by crises.

Rachel Samuel reflects on her educational experiences and calls for increased representation of refugee girls and women in higher education so that they can "plan beyond survival." 

Education Cannot Wait (ECW), the Inter-agency Network for Education in Emergencies (INEE), and the United Nations Girls’ Education Initiative (UNGEI) launched a new toolkit to support stronger integration of gender equality in education responses for children and youth in countries affected by emergencies and protracted crises.  

This framework provides a way for education in emergency (EiE) stakeholders to demonstrate alignment with and progress towards the INEE Minimum Standards.

This blog, by Jess Oddy, explores why equity-based design thinking is critical to decolonising Education in Emergencies (EIE).

Twelve INEE members were selected for the pilot phase (Feb-Jul 2021) of the new INEE Country Focal Points (CFP) initiative. CFPs are envisioned to be key reference persons at country level, tasked to support networking and communication, particularly through the facilitation of information exchange among INEE members.

We are in search of good photos to help us highlight education in emergencies in INEE publications, website, newsletters, and social media channels.