The JRS and the SEWG, with support from INEE’s AEWG, worked together on a report to examine the relevance and appropriateness of SAEPs, the factors that enable and challenge the potential of SAEPs in supporting progress through and completion of secondary education, and the extent to which SAEPs are gender-responsive. This webinar presented the findings and recommendations of the report in five parts.

This report examines the relevance and appropriateness of SAEPs, which are currently available at the lower secondary level, and the extent to which these programmes can respond to the needs of overage learners who are likely to be in later stages of adolescence and youth, and whose socio-economic statuses pose greater challenges for accessing and continuing education.

This webinar presented the key findings, gaps, and tensions that define the state of secondary education in emergencies to better understand the different and intersecting factors that influence accessibility to and the quality of secondary education.

This paper provides an overview of secondary education in crisis contexts, highlighting the current issues, challenges, and thematic areas that help or hinder adolescents’ access to quality learning opportunities. It is an evidence-informed, analytical, and high-level summary of current debates and tensions in the field, and is intended to be read by government leaders, humanitarian sector policy makers, and practitioners to guide and support advocacy and decision-making processes

An Open Educational Resource Library comprising professional development resources for educators who work with refugees, migrants, and other vulnerable learners in displacement contexts. The resources aim to support Quality Holistic Learning in the classroom.

Une bibliothèque de ressources libres de développement professionnel pour les éducateurs qui travaillent avec des réfugiés, des migrants et d'autres apprenants vulnérables dans des contextes de déplacement. Les ressources visent à soutenir un apprentissage holistique de qualité en classe.

مكتبة موارد مفتوحة للتطوير المهني للمعلمين الذين يعملون مع اللاجئين والمهاجرين والطلاب الآخرين المعرّضين للخطر في سياقات النزوح. تهدف الموارد إلى دعم التعلم الشامل عالي الجودة في الفصل الدراسي.

Shelby Carvalho conducted regression analyses of factors that affect refugee girls’ and boys’ access to secondary school, and that of refugee girls and girls living in nearby host communities in Ethiopia. She found that refugee girls seeking secondary education are more disadvantaged than their male or host-community peers by domestic responsibilities and the perceived safety of the community.