Recurso Data Disaggregation for Inclusive Quality Education in Emergencies: The COVID-19 Experience in Ghana In this field note, Abdul Badi Sayibu considers the phone-based surveys that Plan International used to assess the reach of and participation in its Making Ghanaian Girls Great Program. He suggests this is a viable method for collecting sex-disaggregated data in vulnerable and hard-to-reach contexts, and for facilitating rapid analyses of data for EiE program decisionmaking.
Recurso Book Review: UNESCO’s GEMR Gender Report 2019: Building Bridges for Gender Equality, and INEE’s Mind the Gap: The State of Girls Education in Crisis and Conflict In her review of UNESCO’s GEMR Gender Report 2019 and INEE’s Mind the Gap report, Nora Fyles comments on the status of the evidence base on girls’ education and the progress the EiE field has made in responding to the ambitions of the 2018 Charlevoix Declaration.
Recurso Book Review: Forging the Ideal Educated Girl: The Production of Desirable Subjects in Muslim South Asia by Shenila Khoja-Moolji In her review of Forging the Ideal Educated Girl, Laila Kadiwal comments on why an EiE audience will be interested in author Shenila Khoja-Moolji’s historical analysis and efforts to dismantle monolithic understandings of Muslim women and girls seeking an education.
Blogue Anúncio do JEiE Volume 8, Número 2 – Edição Especial sobre Género na Educação em Situações de Emergência! Esta edição especial do JEiE oferece novas perceções sobre as experiências de género de meninos e meninas que procuram educação de qualidade em contextos de conflito e crise.
Recurso Journal on Education in Emergencies Volume 8, Number 2 This special issue of JEiE offers new insights into the gendered experiences of girls and boys seeking quality education in contexts of conflict and crisis. The featured authors demonstrate the role scholarly and practice-based evidence can play in keeping education systems and providers accountable for gender parity in education access and quality for children and youth affected by emergencies.
Blogue Transformar nuestra comprensión del profesorado refugiado y de la enseñanza en contextos de desplazamiento forzado En los contextos de acogida de refugiados, el profesorado contribuye más al aprendizaje y al bienestar de niños y niñas que cualquier otro factor a nivel escolar. Sin embargo, a pesar del papel crucial que desempeña y del difícil contexto en el que garantiza la continuidad del aprendizaje, el profesorado refugiado no suele recibir el apoyo que necesita.
Blogue Transformer notre compréhension du personnel enseignant réfugié et de l’enseignement dans les contextes de déplacement forcé Dans les contextes d'accueil des personnes réfugiées, le personnel enseignant contribue davantage à l'apprentissage et au bien-être des enfants que tout autre facteur au niveau de l'école. Cependant, malgré leur rôle crucial et le contexte difficile dans lequel elles assurent la continuité de l'apprentissage, le personnel enseignant réfugié ne reçoit souvent pas le soutien dont elles ont besoin.
Recurso PSS-SEL Toolbox Launch We are pleased to share the recording of the Launch Webinar of the PSS-SEL Toolbox. The Psychosocial Support (PSS) and Social and Emotional Learning (SEL) Toolbox has a variety of tools to meet the interests and needs of many different stakeholders working on PSS and SEL in Education in Emergencies (EiE).
Blogue Transforming our understanding of refugee teachers and teaching in contexts of forced displacement In refugee-hosting contexts, teachers contribute more to children’s learning and well-being than any other school-level factor. However, despite their crucial role and the challenging context in which they ensure learning continuity, refugee teachers often do not receive the support they need.
