The following report summarizes presentations and discussions during the PEIC International Seminar ‘Attacks on Education: Addressing the Data Challenge’, held on 15-16 June 2015 in Doha, Qatar.

Building on the AEWG’s programme definitions and our expertise in AE and other non-formal or alternative education options that accelerate the acquisition of knowledge and skills, the AEWG developed this set of principles and action points for catch-up programmes.

This paper is a part of a wider research project on education in fragile contexts being undertaken under the auspices of the Inter-Agency Network on Education in Emergencies (INEE). It asks how education can be delivered effectively in Afghanistan and how it contributes to, or mitigates, fragility.

The report attempts to consider the impact of education on fragility; this will be accomplished through a review of the drivers and dynamics of fragility in Cambodia and the interaction of education in Cambodia with these drivers and dynamics.

This brief is prepared to provide recommendations on promising and practical approaches to support education during the acute crisis period in Ukraine and to mitigate the impacts of the Russian invasion on children’s learning and wellbeing.

The findings presented here are intended to support organizations commissioning new content, adapting existing content, or considering disseminating content, to ensure it is as accessible and useful as possible to practitioners in emergency contexts.

This document was produced in response to a request from the UNICEF Libya team that was submitted to the EdTech Hub Helpdesk in October 2021. The UNICEF Libya team requested that the EdTech Hub Helpdesk team contribute to the co-creation of an agreed upon roadmap for distance learning in Libya.

This report, which is the result of a literature review and empirical research, examines the impacts, implications, and repercussions of climate and environmental breakdown for the field of education in emergencies (EiE).