Recurso Field Note: Exploring How EiEPC Data and Evidence Support Teaching and Learning in Practice: Implementing the Holistic Assessment for Learning in Syria In this field note, Allyson Krupar, Wafa Al-Amaireh, Bem Tivkaa, Khaled Al-Yousef, and Abeer Attari examine how the education in emergencies and protracted crises (EiEPC) data and evidence ecosystem, both within and beyond the education management information systems, can support teaching and learning through the expansion and implementation of the Holistic Assessment for Learning (HAL) in Northwest and Northeast Syria. The authors reflect on what HAL reveals about the feasibility of data-informed teaching in crisis contexts, as well as the challenges and opportunities of embedding such practices within education data systems.
Recurso Hypergovernance and Multilayered Data Accountability in Haiti: Implications for Leadership of NGO Schools In this research article, Marion Imboden and Cathryn Magno examine the reorganization of the EiE data and evidence ecosystem through a focus on the Haitian education system, particularly NGO-supported schools. The authors argue the importance of centering the evidence priorities, needs, and agendas of crisis-affected communities, and for repositioning school leaders as valued sources of expertise and education leadership rather than primarily as implementers of top-down administrative requirements.
Recurso Field Note: Data Stewardship and Trauma-Informed Care in Online Professional Development for Afghan Adult Learners: Lessons from Practice In this field note, Janice D’souza and Jeremy Bryan Coats relate how they examined 400 adult learners in Afghanistan who participated in online professional development courses. Their findings position ethical data stewardship as a foundational consideration when designing digital learning programs.
Recurso Book Review: Decolonizing Education for Sustainable Futures edited by Yvette Hutchinson, Artemio Arturo Cortez Ochoa, Julia Paulson, and Leon Tikly In this book review, Shreya Shreeraman and Luke Pye examine Decolonizing Education for Sustainable Futures, edited by Yvette Hutchinson, Artemio Arturo Cortez Ochoa, Julia Paulson, and Leon Tikly. Shreeraman and Pye highlight the authors’ call to move beyond conventional frameworks for understanding education and development and invite researchers, practitioners, and policymakers to reimagine the role of education through decolonial, reparative, and sustainable perspectives.
Recurso Commentary: A Framework for Ethics and Equity in Education in Emergencies Research Drawing from her keynote address at the 2023 INEE Data and Evidence Summit, Francine Menashy suggests the need for a fundamental shift in how the EiE field envisions research. She argues that ethics must be the starting point for improving EiE data ecosystems and proposes a four-question framework to guide future research.
Recurso Book Review: The Art of Global Peacebuilding and Excellence in Education: Pathways to Hopeful, Transformational Practice by Angie Kotler and Jo Westbrook In her review of The Art of Global Peacebuilding and Excellence in Education, Sofía Antonia Gómez-Doyle explores what makes education meaningful in times of conflict. Gómez-Doyle considers how language, educational values, and reflective practices can help to reimagine educational approaches in conflict-affected settings.
Recurso Book Review: Unsettled Families: Refugees, Humanitarianism, and the Politics of Kinship by Sophia Balakian In this review of Unsettled Families, Gabrielle Oliveira explores the politics of refugee resettlement and family recognition through the lived experiences of displaced families. Oliveira’s review highlights how personal narratives deepen understanding of the everyday realities of displacement and humanitarian systems.
Recurso Editorial Note: Journal on Education in Emergencies Volume 11, Number 1 In their editorial note, Samantha Colón, Nathan Thompson, and Dana Burde discuss that the challenge is not simply generating more data in emergencies, but ensuring that evidence systems are ethical, equitable, locally grounded, and capable of meaningfully supporting crisis-affected learners and communities.
Recurso Climate-Responsive TVET for Refugees and Displaced Youth: Building Green Skills for Inclusive and Sustainable Development Climate-Responsive TVET provides a strategic policy approach that integrates climate resilience, education, skills development, labour market demand, and economic inclusion.
Blog Why Context Matters: Designing a Pedagogy of Care Professional Development Course for Afghan and Pakistani Refugee Educators For the past five years, Right to Learn Afghanistan has been researching characteristics of quality teacher professional development (TPD) programs that promote care, belonging, and inclusion among teachers working with Afghan refugee students in northern Pakistan. Funded by Canada’s International Development Research Centre, the Care-Centered Networked Improvement Communities Research Project (CC-NIC) is studying how teachers can use “pedagogy of care” practices and strategies in their classrooms to build student-teacher and student-student relationships by working with teachers from other schools in networked improvement communities – a specific model of peer learning.
