This publication, featuring initiatives from Bangladesh, Botswana, Brazil, India, Iraq, Jamaica, Nigeria, Pakistan, South Africa, and the Western Balkans and North Macedonia, highlights the diverse approaches nations are taking to invest in parents and caregivers, given their crucial roles.

This report identifies concerning trends for the safety and wellbeing of children living in areas impacted by conflict. The last three decades have seen a staggering rise in the number of children living under the shadow of war, as well as an increase in heinous attacks committed against children. There is an urgent need for action to end what is too often a war on children.

This brief draws from five INEE Learning Agenda consultations conducted between 2018 and 2020 and presents the evidence gaps reported. Offering these findings, which represent the most prominent evidence gaps noted by practitioners and academics living and working in (select) crisis contexts, is the first step toward strengthening the EiE evidence ecosystem.

We draw on the case of Colombia, which signed a peace agreement in 2016 after more than five decades of armed conflict and massive internal displacement, to analyze how transitional justice processes are incorporated within the education system.

En esta investigación, exploramos el caso de Colombia, donde se firmó un Acuerdo de Paz en 2016 después de más de cinco décadas de conflicto armado y desplazamiento interno masivo, para estudiar cómo se incorporan los procesos de justicia transicional dentro del sistema educativo.

Entitled Lead for learning, this report argues that, in pursuing specific goals, education leaders are more than just managers. They are change agents, who need the time, trust and support to focus on setting a vision and developing the people they serve and work with. The report calls for investment in and empowerment of school and system leaders. There should be fair hiring processes and growth opportunities that recognize the full scope of leaders’ roles. Moreover, leadership works best when it is shared, empowering others to lead as they can within their roles.

This research examines the enabling environments for effective implementation of MHPSS interventions delivered in education settings in humanitarian contexts, with specific focus on the NRC’s Better Learning Programme implemented in Kenya and Colombia. This report synthesizes learning from the full research in each of the two countries, emphasizing both the role and value of MHPSS in education programming, as well as the specific perceptions of impact and implementation of the intervention by various education stakeholders.