Blogue Beyond Learning & Academics: Enabling Positive Childhood Experiences in Crisis A nurturing childhood and environment is fundamental for peace, justice and sustainable development. Children when exposed to grow up in safe, supportive and understanding environments are more likely to contribute to a more compassionate world. However, in regions affected by conflict, ensuring these positive childhood experiences (PCEs) becomes not just an imperative as an educational priority but also a most crucial survival strategy.
Recurso What Works for Foundational Learning in Emergency Contexts This event brings together researchers to present the latest evidence for donors, policymakers, and practitioners in implementing literacy and numeracy interventions in emergency contexts.
Blogue دور الممول في تعزيز الممارسة البحثية الأخلاقية التعليم في حالات الطوارئ هذه هي المدونة الثانية في سلسلة من المدونات التي تركز على كيفية قيام أصحاب المصلحة في مجال التعليم في حالات الطوارئ بدور في تعزيز الممارسة البحثية الأخلاقية في القطاع.
Notícias Children speak: Going to school in Haiti Haiti has been plagued by compounding humanitarian emergencies characterized by political instability, armed groups and violence. These crises have created protection risks for its population and forced mass displacement. At the end of 2024, over 1 million Internally Displaced Persons (IDPs) were recorded in Haiti, with more than half a million of them being children.
Recurso Case study - Current education situation in Sudan In light of the outbreak of war in Sudan, this study recommends a series of modular reforms to ensure access to education for children across Sudan and address regional inequalities in education access.
Notícias Humanitarian organisations urge continued EU leadership on education in emergencies As the world grapples with the escalating effects of conflict, climate change, and geopolitical instability, five leading humanitarian organisations have joined forces to stress the urgent need for the EU to maintain its leadership in global development and humanitarian efforts, including its commitment to education in emergencies.
Blogue Tax Justice and Education Financing Reform: A Conversation Between David Archer and Faiza Hassan In this conversation, David Archer, ActionAid’s Head of Programmes and Influencing, and Faiza Hassan, Director of INEE, reflect on the role of education financing, tax reform, and tax and debt justice in building more sustainable, equitable education systems, especially in crisis-affected and low-income contexts. They explore how systemic reforms can reduce reliance on aid, free up domestic resources, and ensure that education is protected and prioritized even during emergencies.
Blogue Myanmar and Thailand Earthquake Response Resources A list of resources to support the provision of education, and the psychosocial support and wellbeing of learners, teachers, and those who have been affected by the earthquakes in Myanmar and Thailand.
Recurso Colombia: Política de Gestión Integral del Riesgo Escolar y Educación en Emergencias Los lineamientos de política de Gestión Integral del Riesgo Escolar y Educación en Emergencias (GIRE) son una respuesta del sistema educativo colombiano frente a las múltiples amenazas presentes en el territorio que inciden directamente en la escuela poniendo en riesgo la vida e integridad de las comunidades educativas y la garantía del derecho a la educación de los niños, niñas, adolescentes y jóvenes. El documento se enmarca en el Plan Nacional de Desarrollo 2022 – 2026 “Colombia Potencia Mundial de la Vida”, que busca transformar la educación en Colombia para que sea inclusiva, equitativa y resiliente frente a los desafíos globales contemporáneos y es el resultado de más de diez mesas de trabajo técnicas lideradas por el Ministerio de Educación Nacional, las cuales involucraron la participación de varias de las entidades del nivel nacional y de las organizaciones de cooperación internacional. En estos espacios se trabajó para construir una propuesta integral que garantice el derecho a la educación de niños, niñas, adolescentes y jóvenes en contextos adversos, integrando no solo la mirada tradicional sobre el riesgo, como una probabilidad de ocurrencia de afectaciones por fenómenos naturales, socionaturales y tecnológicos, sino también un enfoque sobre las violencias intencionales derivadas del conflicto armado y del accionar de los grupos armados organizados al margen de ley.
