To support Government efforts to contain the disease and prevent further spread, the ICCT has developed this COVID-19 Multi-Sector Country Plan that outlines the strategic response approach to the outbreak for the next three months (April-June 2020).

This White Paper provides an overview of the state of finance for disability-inclusive education, with a focus on basic education in low-and-middle-income countries (LMICs).  Authors propose a framework for describing, analyzing, planning, and coordinating action to finance disability-inclusive education at a country level. Additionally, the paper provides a set of recommendations to catalyze global action on financing disability-inclusive education.

This 111-page report details how ethnic Malay Muslim insurgents, who view the government educational system as a symbol of Thai state oppression, have threatened and killed teachers, burned and bombed government schools, and spread terror among students and their parents.

This brief offers recommendations for addressing the disparities in safe, quality, inclusive education for children affected by crisis. It highlights key areas for policy and practice, and looks at ways to use the various tools developed by INEE. 

The articles in this volume provide a wide range of small-scale, short-term case studies exploring multiple aspects of education in emergencies.

To support and encourage youth participation in emergency response efforts, this document provides concrete guidelines for engaging with youth and youth movements in crisis contexts by identifying approaches that have effectively included young people as actors in programming.

This edition of Early Childhood Matters is dedicated to examining the many ways that climate change and early childhood intersect. In 34 articles, we hear from leading policymakers, researchers, educators, urban planners and activists from around the world, about how to both develop ecological resilience and improve well-being in the early years.

The paper addresses the scope and nature of attacks on education personnel and the range of measures put in place to protect them. Many of the measures have not been formally evaluated. Additional research is needed to understand the dynamics of attacks on teachers and how to most effectively protect teachers.

This study, informed by various sociological neo-institutional approaches, investigates whether a global mechanism such as the cluster approach represents an adequate framework to structuring humanitarian response.

This Background Paper aims to address the confusion about NFE’s definition, purpose, audience, and quality. It proposes a taxonomy and definitions of NFE programming for adolescents and youth in conflict- and crisis-affected environments, summarizes the historical and current use of terms related to NFE and reflects current policy and programmatic use of these terms.