A series of short, pragmatic guides on individual topics within EdTech to support the target audience to make informed yet quick decisions about EdTech interventions in their work with education ministries. The purpose is to support the target audience as they work with education ministries to start or enhance education radio programming as a remote learning tool, especially during COVID-19 and other emergencies.

Starting from Scratch: The Challenges of Including Youth in Rebuilding Southern Sudan is based on an assessment in Southern Sudan in June 2010 to identify young women and men's skills-building needs, challenges and opportunities; extract lessons learned from existing training programs; and document current and emerging demand for skills in the Southern Sudanese labor market.

The paper examines the types of education programmes for former child soldiers. These may entail integration into existing school programmes, accelerated learning, or vocational studies.

In order to support the integration of conflict sensitivity in education policies and programs in conflict-affected and fragile contexts, INEE has developed a series of tools and guidance documents that make up the INEE Conflict Sensitive Education Pack (CSE Pack). 

This document develops the use of the Community Based approach to Psychosocial Support (CBPS) in educational settings and presents FCA’s experiences in improving well-being through education in various countries. 

This report brings together a collection of 45 case studies that were initially published on the OECD and World Bank websites that document a variety of examples of what education stakeholders did to allow academic learning to continue during the first wave of school closures during COVID-19.

The SEADS handbook provides international principles and minimum standards that support people responding to a humanitarian crisis to design, implement, and evaluate crop-related crisis responses.

The guidelines set out essential actions that humanitarian actors must take in order to effectively identify and respond to the needs and rights of persons with disabilities who are most at risk of being left behind in humanitarian settings.

On 4 November 2015 in Paris, the international education community adopted the Education 2030 Framework for Action, the foundation that will anchor global efforts to achieve Sustainable Development Goal 4 (SDG4).

The INEE Guidance Note on Gender provides strategies to ensure that girls, boys, women, and men in contexts of conflict and crisis equally enjoy the protection and learning outcomes that quality education can provide.