Blog

In this series of short videos, education, child protection, and humanitarian stakeholders share their hopes and aspirations for a more equitable, inclusive, and sustainable sector.

Reports emphasize that teachers are being left behind, particularly with regard to training for those teaching in IDP and refugee schools. Standard pre-service and in-service teacher education programs lack the focus on equipping teachers with the skills and knowledge required to effectively deliver quality education during emergencies. Addressing this gap demands mainstreaming education in emergencies in the preservice and in-service teacher education programs.

From among nearly 70 applicants, 10 new INEE Country Focal Points (CFPs) have been selected for the period of March 2025 - February 2027. CFPs are key reference people at country level who support networking, communication, and information exchange among INEE members. 

A nurturing childhood and environment is fundamental for peace, justice and sustainable development. Children when exposed to grow up in safe, supportive and understanding environments are more likely to contribute to a more compassionate world. However, in regions affected by conflict, ensuring these positive childhood experiences (PCEs) becomes not just an imperative as an educational priority but also a most crucial survival strategy.

This is the second blog in a series focused on how EiE stakeholders can play a part in strengthening ethical research practice in the sector.

In this conversation, David Archer, ActionAid’s Head of Programmes and Influencing, and Faiza Hassan, Director of INEE, reflect on the role of education financing, tax reform, and tax and debt justice in building more sustainable, equitable education systems, especially in crisis-affected and low-income contexts. They explore how systemic reforms can reduce reliance on aid, free up domestic resources, and ensure that education is protected and prioritized even during emergencies.

A list of resources to support the provision of education, and the psychosocial support and wellbeing of learners, teachers, and those who have been affected by the earthquakes in Myanmar and Thailand.

With global crises on the rise and traditional donor funding shrinking, it’s more important than ever to rethink how we support education in emergencies. This collection of blogs is an effort by INEE to reimagine the education sector as one that is led by local actors, who are less reliant on traditional donors, and offer a fresh perspective of what EiE can look like in practice. 

Misconception Mondays is a new campaign tackling common myths and misconceptions about quality, safe, relevant, and equitable education in emergencies. The campaign is made up of a series of short (2-3 minute) videos in plain language, narrated by INEE members.

In this conversation, Helena Murseli, UNICEF’s Global Senior Education Advisor, and Faiza Hassan, Director of INEE, reflect on the future of EiE and the broader education sector. Together, they explore how the sector can shift from reactive programming to long-term, sustainable, equity-driven solutions that are part of national education systems.