The Assessing the Strength of Evidence in the Education Sector Guidance Note provides an introduction to the appraisal of the quality of individual studies and the assessment of the strength of bodies of evidence.

The Generating Evidence in Sector – Impact Evaluations Guidance Note provides an introduction to the importance of sound research to inform education policy, the ways in which to design impact evaluations and issues to consider when generating them.

This paper, using the case study of Gaza Strip, suggests that while programmatic interventions focussed on supporting the resilience of children and the institutional networks of support on which these children rely may deliver short-term benefits, a restoration of the status quo or the effective adjustment of these individuals and institutions to a new state of normalcy may be ineffective and counter-productive in the medium to long-term.

This study presents selected education programmes available for Syrian children in Syria, Turkey, Lebanon, Jordan, Iraq, and Egypt, including curricula used and the certification and accreditation of education programmes in public schools and in non-formal programmes.

This report finds that: Communities prioritise education over other needs in emergency contexts; Longer term costs of emergencies to education include estimates that reach hundreds of millions – and even billions – of dollars; and Humanitarian aid to education in emergencies is very low, with limited understanding of how this can catalyse other sources of funding.

Ethical research principles stem from universal guidelines, but do not address the unique challenges of conducting MHPSS research in emergency settings. This document aims to fill that gap, providing recommendations to ensure ethical principles and to promote standards of best practice for MHPSS data collection during emergencies.