This review documents the critical relationship between nutritional status and psychological development, and demonstrates the potential of combining interventions that enhance early childhood development and those that improve child health and nutrition into an integrated model of care.

The INEE Strategic Framework 2018-2023 guides the network - all individual and organizational members - to play an ever more effective role in the delivery of quality, safe, and relevant education for all those affected by emergencies and protracted crises.

This second report of the project explores how a culture of research engagement can be created and nurtured. It brings together leading experts who provide insights into cutting-edge research in the field and international experience gathered from both education policy and practice. In addition, the report provides further analyses of data collected from over 30 systems through an OECD policy survey.

The Peace Education Programme (PEP) teaches the skills and values associated with peaceful behaviours. The programme enables and encourages learners to think constructively about issues, both physical and social, and to develop constructive attitudes towards living together and solving problems that arise in their communities through peaceful means

This review aimed at going beyond the general hype around tablets and smart mobile devices to investigate the evidence supporting their use in educational contexts. To achieve this purpose, a systematic review of quantitative and qualitative research studies published since 2010 was completed.

This study presents selected education programmes available for Syrian children in Syria, Turkey, Lebanon, Jordan, Iraq, and Egypt, including curricula used and the certification and accreditation of education programmes in public schools and in non-formal programmes.

This guide provides practical guidance for using the Sphere minimum standards when implementing nature-based solutions (NbS) that addresses societal challenges in humanitarian action, including disaster risk reduction (DRR) and climate change adaptation.  

This is a stress management guide for coping with adversity. The guide aims to equip people with practical skills to help cope with stress. A few minutes each day are enough to practice the self-help techniques. The guide can be used alone or with the accompanying audio exercises. Informed by evidence and extensive field testing, the guide is for anyone who experiences stress, wherever they live and whatever their circumstances.  

In this design, we compared growth in literacy outcomes for two groups of children (each using one of the apps) to a group of children in matched environments who did not have access to the apps. All children in the study had little or no schooling and lived in the Azraq refugee camp in Jordan. This design relies on comparing two groups that experience the same historical trends and events over time.

The Participatory School Disaster Management Toolkit contains a set of tools and resources for use in the implementation of school disaster management. It is broken down into three parts: participatory school disaster management handbook, our school disaster management plan and student and community participatory activities. It contains a number of tools and templates for use and adaptation to different contexts.