Resources

A dynamic database of resources relevant to education in emergencies. Scroll or filter to find specific resources. Submit resources to be added to the database using the Upload a Resource form (login required).

Looking for resources on various cross-cutting topics and the INEE Minimum Standards, visit Collections.

2731 results found
Training Material

Life Skills through Drama

Published by
International Rescue Committee (IRC)

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.

Arabic
English
Report

Mind the Gap: The State of Girls’ Education in Crisis and Conflict

Published by
Inter-agency Network for Education in Emergencies (INEE)

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.

English
Manual/Handbook/Guide

Remote Learning Packs

Published by
United Nations Children's Fund (UNICEF)
World Bank

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.

English
INEE Webinar

Accelerated Education Catch-Up Principles

Published by
Inter-agency Network for Education in Emergencies (INEE)

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.

English
INEE Webinar

Measuring Distance Education During COVID-19

Published by
Inter-agency Network for Education in Emergencies (INEE)

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.

English
INEE Webinar

Assessing Classroom Practices, School-Related Stress, and Holistic Learning Outcomes

Published by
Inter-agency Network for Education in Emergencies (INEE)
International Rescue Committee (IRC)
NYU Global TIES for Children

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.

English
Framework

Measuring school-based security interventions to protect from external threats of conflict and violence: A mapping of measurement frameworks and tools

Published by
Inter-agency Network for Education in Emergencies (INEE)

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. 

English
French
Case Study

Marginalised No More

Published by
UK Girls Education Challenge, Street Child

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.

English
Case Study

TEAM Girl Malawi

Published by
Link Education International, UK Girls' Education Challenge

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.

English
Case Study

Aarambha

Published by
People in Need
,
UK Girls' Education Challenge

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.

English
Case Study

Marginalised no More (MnM)

Published by
Street Child, UK Girls' Education Challenge

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.

English
Case Study

GEARR-ing Up for Success After School

Published by
PEAS, UK Girls' Education Challenge

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.

English
Case Study

Sisters for Sisters’ Education

Published by
UK Girls' Education Challenge, Voluntary Service Overseas (VSO), British Council

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.

English
Manual/Handbook/Guide

Contextualized INEE Minimum Standards: Mongolia

Published by
Inter-agency Network for Education in Emergencies (INEE)
Save the Children
United Nations Children's Fund (UNICEF)
,
Mongolian Education Alliance

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. 

Mongolian
Advocacy Statement

Action Towards Increased Quality Education for Internally Displaced Children

Published by
Save the Children

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.

English
Assessment

Response to Stress Questionnaire (RSQ)

Published by
International Rescue Committee (IRC)
NYU Global TIES for Children

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.

Arabic
English
Assessment

Holistic Assessment for Learning (HAL)

Published by
NYU Global TIES for Children
Save the Children
United Nations Children's Fund (UNICEF)

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

English
Arabic
Report

Non-formal Education for Adolescents and Youth in Crisis and Conflict: a Proposed Taxonomy and Background Paper

Published by
Inter-agency Network for Education in Emergencies (INEE)

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.

English
Manual/Handbook/Guide

Learning and Behaviour Support

Published by
Edukans, the Netherlands

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.

English
Report

Humanitarian-Development Coherence in Education: working together in crisis contexts

Published by
Inter-agency Network for Education in Emergencies (INEE)

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.

Arabic
English
French
Portuguese
Spanish