Blogue بأصواتهم: رؤى المعلمين والمتعلمين والممارسين حول التعليم في حالات الطوارئ We asked our global community to reflect on the impact of recent aid cuts and to share their insights on what’s next for education in emergencies. Here's what they had to say, in their own words.
Blogue In Their Own Words: Teachers, Learners, and Practitioners on the Realities of Education in Emergencies We asked our global community to reflect on the impact of recent aid cuts and to share their insights on what’s next for education in emergencies. Here's what they had to say, in their own words.
Blogue En sus propias palabras: Docentes, estudiantes y profesionales opinan sobre la realidad de la educación en situaciones de emergencia Hemos pedido a nuestra comunidad global que reflexione sobre el impacto de los recientes recortes en la ayuda y que comparta sus ideas sobre el futuro de la educación en situaciones de emergencia. Esto es lo que han dicho, con sus propias palabras.
Blogue Dans leurs propres mots : Enseignants, apprenants et praticiens sur les réalités de l'éducation en situations d'urgence Nous avons demandé à notre communauté au niveau mondial de réfléchir à l'impact des récentes coupures budgétaires et de partager leurs points de vue sur l'avenir de l'éducation en situations d'urgence. Voici ce que ces personnes avaient à dire, dans leurs propres mots.
Blogue Com as próprias palavras: professores, estudantes e profissionais opinam sobre a realidade da educação em situações de emergência Pedimos à comunidade global que refletisse sobre os impactos dos recentes cortes na ajuda humanitária e partilhasse suas percepções acerca do que deve vir a seguir para a educação em situações de emergência. Apresentamos o que as pessoas têm a dizer, com suas próprias palavras.
Blogue Education as Peacebuilding: The Hidden Key to Our Global Humanitarian Reset Kassaga James Arinaitwe, the Senior Director of Emerging Leaders and Public Engagement at Teach For All, reflects on discussions at the Humanitarian Leadership Conference 2025 and highlights the role of education in building and sustaining long-term peace in conflict-affected contexts.
Blogue [Video series] What is your vision for the future of education in emergencies? In this series of short videos, education, child protection, and humanitarian stakeholders share their hopes and aspirations for a more equitable, inclusive, and sustainable sector.
Recurso INSPIRE Guide to Refugee Inclusion in National Education Systems The INSPIRE Guide is intended as a resource for practitioners working on the inclusion of refugee children in national education systems. The Guide has three sections. Section I, the Guidance Note, is designed as a primer to provide clear, concise, and practical information on policy and process issues related to refugee inclusion in national education systems. Section II, the Intervention Repository, curates short notes that provide information relevant to the design and implementation of interventions that support refugee inclusion. And Section III, the Evidence Note, synthesizes empirical evidence on refugees and education to inform policy decisions and interventions.
Recurso Global Impact of Funding Cuts on Children and their Protection in Humanitarian Contexts This briefing note is based on a data-gathering exercise led by the Alliance for Child Protection in Humanitarian Action to understand the impact of humanitarian funding cuts on children and their protection. A global survey was completed by 250 child protection practitioners working in humanitarian settings across 55 countries.
Recurso On the Precipice of Progress: National policy openings that increase forcibly displaced adolescent and youth enrollment and retention in secondary education The Secondary Education Working Group (SEWG), UNHCR, and Plan International co-hosted a virtual launch of the new policy publication, On the Precipice of Progress: National policy openings that increase forcibly displaced adolescent and youth enrollment and retention in secondary education. Drawing on case studies from Colombia, Iraq (KRI), Nigeria, and Rwanda, the publication highlights how national policy shifts—when paired with implementation support and accountability—can meaningfully improve access, retention, and inclusion in secondary education systems for forcibly displaced adolescents and youth.
