This brief is prepared to provide recommendations on promising and practical approaches to support education during the acute crisis period in Ukraine and to mitigate the impacts of the Russian invasion on children’s learning and wellbeing.

This document was produced in response to a request from the UNICEF Libya team that was submitted to the EdTech Hub Helpdesk in October 2021. The UNICEF Libya team requested that the EdTech Hub Helpdesk team contribute to the co-creation of an agreed upon roadmap for distance learning in Libya.

Building on the AEWG’s programme definitions and our expertise in AE and other non-formal or alternative education options that accelerate the acquisition of knowledge and skills, the AEWG developed this set of principles and action points for catch-up programmes.

The report attempts to consider the impact of education on fragility; this will be accomplished through a review of the drivers and dynamics of fragility in Cambodia and the interaction of education in Cambodia with these drivers and dynamics.

The findings presented here are intended to support organizations commissioning new content, adapting existing content, or considering disseminating content, to ensure it is as accessible and useful as possible to practitioners in emergency contexts.

This guidance is part of a series to support you during the Covid-19 crisis.

This report, which is the result of a literature review and empirical research, examines the impacts, implications, and repercussions of climate and environmental breakdown for the field of education in emergencies (EiE).

This report reviews Syrian refugee education for children in the three neighboring countries with the largest population of refugees — Turkey, Lebanon, and Jordan — and analyzes four areas: access, management, society, and quality.

These advocacy messages are designed to influence policy dialogue and debate to ensure access to safe, inclusive, equitable, and quality education for all children affected by conflict and crisis during the COVID-19 pandemic.

This report presents a desk study and analysis of relevant literature specific to prioritised themes at the intersection of climate change and education, focusing on basic education in low-income countries. The purpose of the desk study is to establish the evidence base, identify knowledge gaps, trends and promising practices, with the view to inform policy and programming in the intersection between education and climate change.