As part of the coordinated global education response to the COVID-19 pandemic, UNESCO, UNICEF and the World Bank have conducted a Survey on National Education Responses to COVID-19 School Closures. In this joint report, we analyse the results of the first two rounds of data collection administered by the UNESCO Institute for Statistics (UIS).

This document aims to begin an international dialogue about how to expand investment in early childhood services and improve ECCD costing and financial planning.

In this NORRAG Special Issue, Heila Lotz-Sisitka and Eureta Rosenberg have skilfully curated 28 contributions from 75 authors in 22 countries that showcase what is currently being done to close the gap between the potential of education to contribute to more a sustainable and just world and the experiences of those in education.

This policy paper seeks to lay out key arguments for close collaboration across Social Protection and Child Protection sectors to address the socio-economic impact of COVID-19 on children and families towards reduction of adverse Child Protection outcomes.

The document maps existing work on inclusive education and disability-inclusive education in emergencies by collecting existing tools, frameworks, policy and advocacy resources, and more, and presenting them in a repository of resources. The gap analysis report captures the findings from the resource mapping and the survey conducted with INEE members.

These IASC guidelines provide a framework for working with and for young people throughout the humanitarian programme cycle (HPC), complete with tips, examples and case studies. In addition, humanitarian actors can use this guidance as a reference to design programmes that respond to their context