Blog Reflections on Evidence Dissemination and Uptake: (Re)Introducing ERICC to INEE Members In February 2024, INEE formally joined the Education Research in Conflict and Protracted Crisis (ERICC) programme as the lead on strengthening evidence dissemination and uptake for ERICC and the wider ecosystem. This blog reintroduces the vision and foundations of the ERICC programme and reflects on INEE’s new role within the partnership.
Recurso Exploring the Play to Learn Resource Hub The Play to Learn project is making program materials, media content, research, and technical resources used during the project freely available on the Play to Learn Resource Hub. Materials in the Resource Hub provide rich examples from multiple countries, offer tangible strategies and tips for other practitioners, and highlight the experiences of service providers throughout the six years of the project.
Evento EiE Events on International Day of the Girl 2024 October 11 is International Day of the Girl! In observance, many INEE partners have planned events to advocate for increased awareness of gender inequality in education and promote gender-responsive education. Following are listed, in chronological order, a few events that are relevant to gender equity, girls’ education, and education in emergencies around International Day of the Girl. UTC
Recurso Evidence Gap and Literature Review Findings: Northwest Syria To promote evidence-based educational policies, interventions and directions for education aid, and development in NW Syria, the ERICC programme focuses on gathering, analysing and producing contextually relevant education research. In this initial phase, we review the existing research evidence published in academic journals and reports produced by organisations and research centres that examine the policy and local levels of the education system in NW Syria.
Recurso ERICC Application of the RISE Diagnostic for Teacher Management in Jordan The study presented here applied systems thinking to the context of Jordan to assess the wider factors and potential misalignments affecting teacher management in the country.
Recurso Towards evidence-driven education in emergencies: ERICC research agenda for South Sudan This technical brief draws on a Research Agenda working paper for education in conflict and crisis in South Sudan. Through a comprehensive ‘country scan’ process – involving an evidence review, mapping exercises, key informant interviews and key stakeholder meetings – evidence gaps in education within the conflict-affected and protracted crisis context of South Sudan have been identified.
Recurso Education Data Systems in Conflict and Protracted Crisis This evidence brief provides a summary of challenges and ways to improve EiE data systems. It draws on findings from a comprehensive evidence review based on a review of more than 400 peer-reviewed articles and grey literature as well as seven country-level case studies of data systems in Syria, Jordan, Lebanon, South Sudan, Nigeria, Bangladesh and Myanmar.
Recurso Conceptual Framework for Education Research in Conflict and Protracted Crisis (ERICC) The ERICC Research Programme Consortium has developed a systematic conceptual framework to translate individual studies into an interconnected body of knowledge on effective educational practices in conflict contexts. Through this framework, we aim to synthesise the existing body of knowledge and build a systematic knowledge base that is comprehensive, context-sensitive and actionable for educational interventions and policy changes.
Recurso Temporary Contract Teachers in Jordan: Qualitative Findings This study’s overall research objective was to understand the effects of current hiring, training and evaluation policies and practices on TCTs’ motivation to work and their perceptions of teacher management policies, system practices and working conditions in Jordan. This brief focuses on the outcomes of the qualitative components.
Recurso Temporary Contract Teachers in Jordan: Quantitative Findings This study’s overall research objective was to understand the effects of current hiring, training and evaluation policies and practices on TCTs’ motivation to work and their perceptions of teacher management policies, system practices and working conditions in Jordan. This technical brief focuses on the quantitative findings.