This report looks at what happens to adolescent girls in disasters, and why. Using original research, reviews of secondary material, and the voices of girls themselves, we show how adolescent girls’ rights are being ignored before, during and after disasters, both in the urgency of a disaster response, and in the gaps between humanitarian and development work.

This topic guide is designed to support DFID advisors, education specialists, and other partners working on providing education for refugees and Internally Displaced Persons (IDPs).

This brief explores theory and practice on transformative education approaches and their effects on pre-primary and primary-age children’s wellbeing and learning processes in crises. It also introduces creativity-based pedagogies and emphasizes creativity’s importance in achieving transformative learning.

This report provides analysis of donor spending on pre-primary education based on the most recent data reported to the Organisation for Economic Co-operation and Development, Development Co-operation Directorate (OECD-DAC), highlighting the gap between rhetoric and reality.

This year’s research explores the relationship between climate change and girls’ education: what are the direct and indirect impacts of climate change on girls accessing school and completing their education? How do these impacts intersect with existing gendered barriers to education? And how is their education supporting girl to respond and adapt to climate change in their communities?  

This policy paper provides guidance on how to increase and improve the measurement of holistic learning outcomes for crisis-affected learners. It was developed by the Quality and Equitable Learning Outcomes (QELO) workstream of the Education Policy Working Group (EPWG) and is a resource for donors, national governments, and humanitarian and development agencies.

INEE celebrated its 10th Anniversary in 2011! Along the way, INEE has grown from a handful of dedicated people to a network of over 7,000 members in over 170 countries.

This Guide aims to strengthen the capacity of youth leaders in Africa to contribute to peace building through education, and for them to empower young people for the prevention of violence, the promotion of a culture of peace and mutual understanding and respect among peoples.

This report allows us to understand the key barriers to access and completion of secondary education, especially for girls, across the seven secondary schools in Kakuma run by JRS where we work as the UNHCR implementing partner for secondary education.

In this report, the authors analyze technology uses, needs, and gaps, as well as opportunities for better using technology to help displaced people and improving the operations of responding agencies. The authors also examine inherent ethical, security, and privacy considerations; explore barriers to the successful deployment of technology; and outline some tools for building a more systematic approach to such deployment.