This paper sets out the emerging findings from a rapid evidence review on the impact of education provision on peace, security, and stability. The report sets out the key theories that seek to explain the interactions between education, peace, conflict, and security.

In this seminar, Dr Genevieve Greer (International Rescue Committee) and Dr Ian Warwick (IOE, UCL) presented findings from their recent review of evidence on support for children’s mental health and emotional wellbeing in and through education in conflict and protracted crisis contexts. The review formed part of the ERICC Research Programme, and it identifies promising practices and key gaps in education-related support for children.

This mixed-methods research study investigated (1) how the current policies and field practices related to the hiring, training, and evaluation of Temporary Contract Teachers (TCTs) in Jordan affect their motivation to teach; and (2) how support for TCTs could be improved.

This report seeks to understand whether and how the Data Hubs in Nigeria increase coherence of and access to data, at what cost, and with what impact.

This policy brief draws on research using formative and implementation approaches to assess how the Pastoralist Education Programme in South Sudan aligns with pastoralist realities.

This policy brief summarises findings from a participatory action research (PAR) project was implemented in three school communities in Gombi Local Government Authority (LGA), an area impacted by the Boko Haram insurgency and ongoing displacement, in addition to periodic conflicts between pastoralists and farmers.

This report examines the impact of the Israeli aggressions between 2023-2024 in Lebanon on students, parents and teachers across the country. Moreover, it examines the cumulative impact of the disruptions on Lebanon’s educational system.

This paper investigates education ambition within the Nationally Determined Contributions (NDCs) of 21 conflict-affected countries, examining the intersections of climate change, conflict and education system resilience. Using documentary analysis grounded in established education-in-emergencies (EiE) frameworks, it assesses the extent to which education is prioritised within climate policies.

This study covers questions of: the capacity of Syria’s education institutions to absorb returnee learners; catalytic programming to most effectively support education continuity; the current status of Syrian refugees’ access to quality education in Jordan, Lebanon, and Türkiye, and how this impacts decisions to return; and targeted programming for Syrians in host countries that aspire to voluntarily return one day.  

This policy brief explores what a more inclusive approach in education could mean in Lebanon after war and displacement. It is based on a document analysis of pre-existing inequalities in the education system in Lebanon and an assessment of the impact of the Israeli aggression between October 2023 and November 2024 on the education system.