This policy brief is based on the “Data Systems Report,” which explores Lebanon’s education data systems, focusing on data collection related to access, quality and continuity of education, especially in conflict and crisis. The study for that report maps critical stakeholders, highlighting roles and responsibilities.

This brief draws on a working paper that reviews existing evidence and knowledge on the education sector in Lebanon, plus consultations with key stakeholders. It summarises the conditions in the education system, the methodology used to formulate the research agenda, and eight priority themes the ERICC team will focus on in the Lebanese context.

This policy brief outlines the extent to which the 2019 Kaduna State Teacher Recruitment, Deployment and Retention Policy has been implemented as intended. It highlights the factors that enabled or hindered the implementation process and provides recommendations for policymakers seeking to improve teacher management processes in Northeast Nigeria and other conflict-affected settings

The study is based on key informant interviews (KIIs) with key stakeholders who have knowledge of the education data systems in NW Syria. This paper presents findings on the current education data systems and explores what types and quality of data they collect. It identifies challenges affecting the data systems from three angles, namely, context, outputs and processes, in addition to suggesting policy options.

Drawing on a detailed review of data systems in NW Syria (DSNWS) conducted by the ERICC research team, this policy brief highlights the key challenges around data systems in Northwest Syria (NW Syria) and makes policy recommendations to education stakeholders in the region

The dimensions represent key categories to consider when seeking to understand the settings affected by conflict and crisis, and serve as a heuristic tool to describe the contextual setting of conflict and crisis for research studies.

The review recommends a multifaceted approach to improving teacher management that is assets-based, to recognise teachers’ inherent knowledge and skills, and prioritise their perspectives and experiences in policymaking.

This report undertakes a mapping and analysis of Lebanon’s education data systems, focusing on understanding and documenting what data are collected on access, quality and continuity, particularly in contexts of conflict and protracted crisis. Emphasising the pivotal role of data systems in governance and policy decisions, the study utilises a methodology involving a desk review and conversations with primary data sources. The report provides an overview of Lebanon's existing data systems, including key issues such as data types, key stakeholders, data collection frequency, data-sharing and identified data gaps.

This guidance is intended to be a practical tool for country-based Education Cluster and Working Groups to take steps, appropriate to their context, towards achieving the Humanitarian Development Nexus.

This data systems review explores what education data is available and how it is used by stakeholders in Jordan to improve access, quality, continuity and outcomes for children affected by conflict and crisis. The methodology included a desk review of relevant literature coupled with 11 stakeholder interviews.