Blog

We are excited to introduce four new tools to the INEE Measurement Library. These tools were developed and validated in crisis contexts in Tanzania, Kenya, Nigeria, and East Africa. In this blog, the authors showcase how they developed them, the evidence on them, and how we can use them to improve the assessment of learning outcomes in the most low-resource contexts.

INEE invites you to take a short survey Beyond Aid: What’s Next for Education in Emergencies. With traditional donor funding shrinking, it’s more important than ever to rethink how we support education in emergencies. We want to hear from you!

In this blog, Faiza Hassan, the new INEE Director, reflects on her personal and professional journey, highlighting the experiences that have shaped her understanding of the challenges and opportunities in Education in Emergencies (EiE). She also shares her initial thoughts on leading INEE, her vision, and key priorities for her first year in office. Finally, Faiza offers insights on the evolving global EiE landscape and what it means for the future.

Without a focus on ethical standards and practices for research, the EiE sector risks generating “evidence-based” interventions that perpetuate harm, deepen inequalities, and miss opportunities for long-term impact. What are some practical steps we can take to build a more ethical and just sector?

This blog provides six key ethical considerations for researchers as they design studies, engage in fieldwork, and disseminate findings for wider uptake of the knowledge produced. It is the first in a series of blogs focused on how we can strengthen the EiE sector’s ethical research practice.

The resources included in the Inclusive-Distance Education Toolkit are wide-ranging, from policy to pedagogy and implementation in crisis contexts. There is also practical guidance, training, and printable materials.

When thinking more deeply about inclusion and exchanging experiences among practitioners about how to operationalize distance learning opportunities for children affected by crises, especially but not exclusively those with significant disabilities, a key question arose: can distance education be truly inclusive, especially when delivered in the midst of emergencies and crises?

The articles in Volume 10, Number 1 of the Journal on Education in Emergencies join debates on refugee identity, belonging, and rights; examine initiatives on teacher wellbeing, training, and professionalization; and shed new light on students’ experiences amid displacement, migration, and resettlement.

The US government's recent stop-work orders and rollback and villainizing of diversity, equity, inclusion, and accessibility (DEIA) initiatives are having far-reaching implications for our sector. As we continue to support learners and teachers in crisis contexts, it's crucial that we also look after our own wellbeing.

The INEE Secretariat reiterates its unwavering solidarity with all those affected by the ongoing crises in Palestine and Lebanon. INEE condemns all attacks on learners, education personnel, and education facilities. We also urge all parties not to use schools and universities for any purpose in support of their military effort, in line with the Safe Schools Declaration. Targeting learners, education personnel, and education facilities cannot be allowed to become the norm.

In this blog, we uncover patterns in knowledge production on refugee education, examining the role of colonial legacies and how they manifest in the type of knowledge produced — and how the knowledge is produced. Are we merely bystanders reporting selected segments of the picture and fitting it into our academic papers while overlooking the fuller picture of colonialism and genocide?