Blog

This issue of the Journal on Education in Emergencies (JEiE) offers a review of a broad range of dilemmas facing the field of education in emergencies (EiE). It provides actionable data along with insights for improving wellbeing and learning outcomes among children in conflict and crisis settings.

NYU-TIES researchers have found that Syrian refugee children who were older than expected for their grade level had poorer executive functioning, behavioral  regulation, literacy, and numeracy skills than children who were a typical age for their grade. How to tackle this problem? TIES researchers have recommendations  for policymakers, practitioners and researchers.

This story from Rima, a PhD candidate and lecturer at the Lebanese University and teacher trainer, 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 story of Nizar, a Syrian teacher living in Austria, 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.

The INEE Secretariat is in close contact with partners to support a streamlined response and sharing of information and resources related to education in emergencies in the Ukraine context.

This blog provides an overview of INEE’s 2022 initiatives supporting gender-equitable EiE planning, response, assessment, and delivery. 

This blog, written by Kate Oliver of Save the Children UK, discusses the need for increased support for teachers in Lebanon amidst the challenges arising from multiple crises.

This story of O.M., a teacher at the Al Muntar School in Palestine, 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 Rokkya, a teacher at the Wad Rahhal Secondary Mixed School in Palestine, 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 Hanan, a teacher working with the ‘Back To The Future’ (BTF) program, 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.