Build Forward Better presents new analysis on which countries’ school systems are most vulnerable to existing risks and future crises. And it sets out what the global community needs to do to support ministries of education in those countries to prepare now. So that, even during emergencies, education systems can provide all children with good-quality, safe and inclusive opportunities to learn.

This case study highlights some of the effects of violence on education in Palestine between January 2019 and September 2021, based on an analysis of Occupied Palestinian Territory (oPt) Education Cluster data.

This case study highlights some of the effects of violence on education in Palestine between January 2019 and September 2021, based on an analysis of Occupied Palestinian Territory (oPt) Education Cluster data. This case study also highlights how oPt Education Cluster partners utilized data on attacks on education for a timely and holistic response to such attacks.

This report summarizes progress, gaps, challenges and opportunities in improving education and training for girls and women affected by conflict and crisis. This report monitors progress since the first Mind the Gap report and highlights the following thematic areas: distance education and the digital divide, school-related gender-based violence, and girls’ education during climate crisis. 

Este documento destaca as formas mais comuns de resistência e oferece orientações práticas para antecipar e responder à educação transformadora de género em situações de emergência.

This report seeks to assess what lessons can be drawn from experiences of remote learning during COVID-19 in K-12 education, with a focus on low- and middle-income countries. It focuses on the period from March 2020 to October 2021.

This report documents attacks on schools on both sides of the line of contact and the use of schools by both sides for military purposes, which has turned schools into legitimate military targets.

This practitioner-oriented publication is designed as a living document that will be updated in response to changes in the learning and wellbeing needs of children, adolescents, youth, teachers, caregivers and other education personnel affected by COVID-19. 

While ICT is certainly not a panacea or a de-facto solution to the challenges facing education in emergencies, it can, if implemented correctly, greatly enhance and improve education stakeholders’ activities in these contexts.

This paper proposes a seven-dimension framework to leverage potential entry points and address gaps within national education systems to strengthen the resilience and relevance of education to climate change and environmental degradation. It highlights opportunities for leveraging the role of education in wider climate change, disaster risk and environmental efforts.