INEE and the Global Education Monitoring (GEM) Report hosted a virtual consultation on the 2021 GEM Report on non-state actors in education on Wednesday, 25 March 2020.

The School Code of Conduct (SCOC) training programme is designed to be used by Save the Children education staff to enable teachers and education personnel to implement governmental Teachers’ Codes of Conduct (TCOC) in schools. The training content relates to development and emergency contexts; to immediate and post conflict settings; and in response to natural disasters.

Looking at Iraq Centre and the Kurdistan Region of Iraq (KRI), this report aims to update the education situation, quantify the economic benefits of education, and identify sources of inefficiencies as well as key priority themes in the education sector with clear links to the National Education Strategy 2011-2020.

This research draws on a conceptual framework that captures the economic, cultural, political, and social dimensions of education governance and inequality and their relation to conflict and peace.

Guía que tiene como objetivo determinar lineamientos técnicos, administrativos y operacionales, que permitan al Ministerio de Educación, y sus instancias desconcentradas, minimizar el impacto de los desastres en el desempeño del sistema educativo y garantizar la continuidad del servicio en situaciones de emergencia con estándares de calidad y enfoques de derechos, protección y participación.

To combat religious extremism and sectarian violence, Pakistan must reform its education sector by boosting resources to public schools and updating the school curriculum to improve quality and remove divisive and discriminatory narratives.

Esta herramienta aspira a estandarizar la presentación de los Planes Escolares de Gestión del Riesgo en los centros educativos de República Dominicana, permitiendo mantener el enfoque y las condiciones fundamentales de los mismos.

This Guidance Note sets out how effective government programmes can be designed and implemented with a view to providing well planned, good value primary school infrastructure that meets the needs of users and contributes to better teaching and learning facilities.

This report presents the lessons from countries using different school-based management arrangements, where the decision-making power is placed in the hands of frontline providers and parents to improve the schools. It reviews the findings from analytical studies and presents the policy choices that emerge from those lessons and findings.