Resources

The Life Skills through Drama curriculum aims at promoting the protection of Syrian and Lebanese adolescent girls from Gender Based Violence and enhancing their psychosocial wellbeing. This curriculum addresses the basic life skills that adolescent girls living in difficult conditions in any similar cultural context could need.

This report summarizes progress, gaps, challenges and opportunities in improving education and training for girls and women affected by conflict and crisis. The report aims to support the Charlevoix Declaration on Quality Education’s commitment to enhance the evidence base and monitor progress toward gender-equitable education in crises.

The findings presented here are intended to support organizations commissioning new content, adapting existing content, or considering disseminating content, to ensure it is as accessible and useful as possible to practitioners in emergency contexts.

This paper outlines the real-life day-to-day challenges young IDPs experience when seeking access to quality education, which is fundamental to their healthy development and future life chances.

In response to the challenge to education systems presented by the global COVID-19 pandemic, UNICEF and the World Bank have created a set of seven Resource Packs about remote learning.

This webinar explored the key elements of Catch Up programmes through the launch of the AEWG Catch-up Programmes whilst also looking at the AEWG guidance on how to condense a curriculum. Two programme examples from Cameroon and Liberia were also shared.

This webinar focused on how education practitioners and organizations around the world have adapted their M&E frameworks (data collection, monitoring, evaluation and learning) during the COVID-19 crisis with presentations and panelists from INEE, People in Need Nepal, Young 1ove, EdTech Hub, the Girls Education Challenge and Malawi project team, and the INEE Distance Education Reference Group.

During this webinar on new measures in the INEE Measurement Library, presenters shared evidence on three measures that have been developed or adapted for their specific contexts: Response to Stress Questionnaire (RSQ) in Lebanon, Teacher Classroom Observation (TCO) in Tanzania, and Holistic Assessment for Learning (HAL) in Syria.

This mapping of measurement frameworks and tools, and accompanying policy brief, applied to four types of school-based security activities and an examination of how they relate to measurement frameworks and tools used for access to education, and psychosocial wellbeing of learners. 

Street Child’s Marginalised No More project in Nepal supports 7,000 highly marginalised girls to learn basic literacy and numeracy through an accelerated learning programme (ALP) and livelihood support.

Link Education International’s TEAM Girl Malawi project provides community-based education (CBE) classes to 5,000 out-of-school girls and 1,200 boys in three cohorts, as well as girls clubs with a focus on sexual and reproductive health and other life skills.

People in Needs’ Aarambha project in Nepal supports 8,500 married and out-of-school adolescent girls in Nepal in developing literacy, numeracy and life skills.

Street Child’s Marginalised No More project in Nepal supports 7,000 highly marginalised girls to learn basic literacy and numeracy through an accelerated learning programme (ALP) and livelihood support.

PEAS’ GEARR-ing up for Success After School project in Uganda supports 7,493 beneficiary girls. These girls are enrolled in the 28 PEAS secondary schools established in rural locations in Uganda.

The project supports 9,890 girls and young women through various activities

Part of the VSO Sisters for Sisters’ Education Project in Nepal, the English and Digital for Girls’ Education (EDGE) programme supports 1,350 adolescent girls through girls’ clubs which had used radio as a key modality.

Based on the INEE Minimum Standards for Education, this contextualized tool defines effective, quality, and inclusive education practices that support the provision of safe, quality, and relevant education for all children and youth in Mongolia. 

This report builds a case for the importance of education in preventing conflict and displacement, in adequately responding to internally displaced children’s education and wellbeing needs and that including internally displaced children in national education systems is a step toward achieving durable solutions to their displacement.

This guide was designed to support projects and implementors to consider how to design, implement and monitor distance teaching and learning (DTL) interventions in a time where flexibility and adaptation of interventions is necessary to keep children learning.

The Holistic Assessment for Learning is a tool for measuring early grade learners' literacy, numeracy, and social and emotional skills.

The Response to Stress Questionnaire was developed in an attempt to capture the ways that individuals react to and cope with specific sources of stress, including parental depression, family conflict, and academic stressors.

This Background Paper aims to address the confusion about NFE’s definition, purpose, audience, and quality. It proposes a taxonomy and definitions of NFE programming for adolescents and youth in conflict- and crisis-affected environments, summarizes the historical and current use of terms related to NFE and reflects current policy and programmatic use of these terms.

This Edukans training manual is intended as a guide to train people in how to respond to the needs of students with learning and behavioural problems, such as dyslexia, dyscalculia, lack of motivation, aggression and anxiety.

The paper proposes a set of actions and recommendations to strengthen humanitarian-development coherence in the education sector, with guidelines for education stakeholders to take collective action and advocate for improved coherence within their own agencies and across the education sector’s full spectrum of policy and programming.