This review sets out to (i) identify and synthesise the evidence base of education programmes in conflict-affected areas of Nigeria in order to generate a rigorous understanding of the circumstances under which education is delivered; and (ii) identify evidence gaps concerning access, quality and continuity of education, and the interventions that aim to improve education outcomes.

Access to high-quality and continuous education is a fundamental right for all children, including those affected by conflict and protracted crises. Yet despite ongoing efforts, significant barriers to access, quality and continuity of education remain. In this paper, we project to carry out a systematic review of evidence about the state of education in Cox’s Bazar, Bangladesh, where education delivery to conflict-affected Rohingya communities remains particularly challenging.

Informed by the ERICC Conceptual Framework and consultations with local stakeholders, our research agenda tackles the problem by developing a series of studies on three key aspects of education in Cox’s Bazar: ongoing responses to the recently introduced Myanmar curriculum, the current role of madrasas and their potential as partners for education interventions, and an analysis on continuing education for girls and older adolescents.

The research agenda presented here highlights ERICC’s co-constructed national research priorities within Jordan, the rationale and factors that inform these priorities, and research plans to enact the agenda moving forward.

The Nigeria research agenda outlines the research direction based on the co-construction of evidence and sets out the co-creative principles for implementing the research agenda. The research themes that constitute the Nigeria research agenda were identified through consultations with key in-country stakeholders at the Federal level and in Borno, Adamawa, and Kaduna States.

This year’s adolescent-friendly Global Girlhood Report explores how the climate crisis impacts girls’ rights. It features new analysis by Save the Children on emergency hotspots where girls face the dual threat of child marriage and climate disasters, and stories of girls advocating for climate action in their communities.

This webinar presented findings from the PlayMatters project from its one-year multisectoral Emergency Response Mechanism in conflict-affected Ethiopia.

Ce rapport résume les progrès, les lacunes, les défis et les opportunités dans l’amélioration de l’éducation et de la formation pour les filles et les femmes touchées par les crises et les conflits. Ce rapport suit les progrès depuis le rapport Attention à l’écart 2 et met en lumière les thématiques suivantes : le recrutement et la rétention des enseignantes, les filles vivant avec un handicap et l'éducation inclusive sensible au genre, et l'éducation à la santé et aux droits sexuels et reproductifs (SDSR) en situations d'urgence.

تلخص هذه الورقة نتائج تقرير الرصد "سدّ الفجوة 3: الإنصاف والشمول في تعليم الفتيات خلال الأزمات" وتوصي بإجراءات محددة للحكومات والجهات المانحة والمجتمع المدني وجامعي البيانات ومجمعيها والمدرسين وموظفي التعليم الآخرين لمعالجة الثغرات التي تم تحديدها في تقديم وتخطيط وتمويل ورصد تعليم الفتيات والنساء في سياقات الأزمات.

This paper summarizes the findings of the monitoring report: Mind the Gap 3: Equity and Inclusion in and through Girls’ Education in Crisis and recommends actions for governments, donors, civil society, collectors and collators of data, and teachers and other education personnel to address the gaps identified in the delivery, planning, funding, and monitoring of girls’ and women’s education in crisis contexts.