Plan International has released a progress report for the Learn Without Fear Campaign. Learn Without Fear, a global campaign to protect tens of millions of children from violence and bullying in schools, has made impressive progress in its first year.

This summary paper was prepared by Levin and Dollar for the DAC Learning and Advisory Process on Difficult Partnerships. The previous study was from 1992-2002 and this study paper was prepared in 2005. This paper summarizes the findings of data analysis conducted for the DAC LAP on aid allocations in difficult partnerships.

Half of the world’s out-of-school population – 39 million children – live in conflict-affected fragile states (CAFS), even though these countries make up just 13 per cent of the world’s population.

There are often bitter divisions in how the role of technology is viewed, however. These divisions are widening as the technology is evolving at breakneck speed. The 2023 GEM Report on technology and education explores these debates, examining education challenges to which appropriate use of technology can offer solutions (access, equity and inclusion; quality; technology advancement; system management), while recognizing that many solutions proposed may also be detrimental.

The Toolkit aims to guide national Education Clusters in the collective design and application of an education needs assessment to generate reliable, comprehensive and timely information to inform effective inter-agency emergency education responses.

It is intended for school feeding programme managers responsible for the overall quality and safety of the food provided in schools, and for the people responsible in designing training for cooks and food handlers at school level. The reader learns basic food safety principles and good practices for the selection, storage, preparation, and serving of food.

This report presents the findings of an external review of the Inter-Agency Network for Education in Emergencies (INEE) Working Group (WG) on Education and Fragility.

This toolkit contains resources to help children and youth to effectively advocate for their right to an education.

This diagnostic report summarizes the methodology and results of the systems analysis in Peru, and provides a series of recommendations to strengthen the coherence of the Peruvian educational monitoring and evaluation systems for holistic learning outcomes.

Under the Accelerating Change for Children’s and Youths’ Education through Systems Strengthening (ACCESS) research project—led by the University of Auckland in partnership with the AEWG and funded by Dubai Cares under E-Cubed—this report presents findings from the first phase of research in Jordan.