This brief discusses the importance of measuring quality, the process of developing and implementing this quality instrument, and the preliminary analysis of data collected using it. In addition to informing the impact evaluation, a broader goal of this work is to contribute to the emerging knowledge on measuring program quality and fidelity, particularly in low and middle income countries (LMIC) and emergency contexts, and better understand “how” and “why” parenting programs in these contexts do or do not work.

This paper explores how primary education for refugees can be improved: in terms of access, quality, finance, and policy. It explores successes achieved within different policy environments, ranging from contexts where refugee children have no access to national education systems to full inclusion where refugee children attend public schools with the same rights and financing as national children. 

This timely analysis highlights persistent challenges and untapped opportunities, offering a guide to all those working to address the chronic underfunding of education in crisis contexts. The four persistent challenges explain why EiE continues to be underfunded and not prioritised as highly as other sectors. The three opportunities point a way forward to mobilise more funding for EiE.

The first global report, jointly published by UNESCO and UNICEF, offers insights into global and regional ECCE trends. The report, which is a key response to the commitments outlined in the Tashkent Declaration, synthesizes scientific evidence on ECCE’s importance, and exposes persistence gaps in policy and investment. It illustrates how countries have responded to providing equitable and quality ECCE opportunities. 

خلال ورش العمل هذه، اكتسب المشاركون المعرفة والخبرة حول كيفية تكييف موارد الشبكة محليًا المتعلقة بالدعم النفسي والاجتماعي والتعلم الاجتماعي العاطفي. عُقدت ورش العمل هذه بلغات متعددة: العربية، الإنجليزية، الفرنسية، البرتغالية، والإسبانية.

This study, using the Inter-Agency Network for Education in Emergencies' five-domain framework, examines the educational standards provided to Rohingya refugees in Malaysia. The findings suggest that most learning centers lack financial, human, and infrastructural resources.

In this brief we offer reflections on how to open and operate learning spaces to support children and teachers in returning to regularized learning.

خلال الجلسة، أتيحت للمشاركين (ات) الفرصة للتعرف على التحديثات الرئيسية التي تم إدخالها في معايير الآيني في إصدارها الجديد لعام 2024، بالإضافة إلى فقرة مخصصة لطرح الأسئلة حول عملية التحديث أو أي مسألة أخرى تتعلق بالآيني.