Resources

These contextualization tools consist of a methodology and reflections, as well as the resultant contextualized Domain 1 of the Guidance Note for Teacher Wellbeing in Emergency Settings for use in Soacha, Colombia

These contextualization tools consist of a methodology and reflections, as well as the resultant contextualized Domain 2 of the Guidance Note for Teacher Wellbeing in Emergency Settings for use in Palestine. 

These contextualization tools consist of a methodology and reflections, as well as the resultant contextualized Domain 3 of the Guidance Note for Teacher Wellbeing in Emergency Settings for use with university instructors in non-state universities in Myanmar.

These contextualization tools consist of a methodology and reflections, as well as the resultant contextualized Domain 3 of the Guidance Note for Teacher Wellbeing in Emergency Settings for use in Kakuma Refugee Camp, Kenya.

The webinar was hosted for the launch of UNICEF report on the role of remote modalities in implementing mental health and psychosocial support programs and services in the education sector. 

INEE and the AEWG are thrilled to share a new publication, which explores opportunities and challenges to institutionalizing Accelerated Education programmes (AEPs) into national education systems.  To launch this publication, this webinar focused on research undertaken in Colombia, Jordan, Nigeria, Pakistan, and Uganda.

The new IIEP-UNESCO publication compares data from The Gambia, Ghana, Guinea, Namibia, Senegal, and Zambia to  explore the complex dynamics of the use of learning data, examining among other factors, the interactions among the different actors.

The Caregiver Reported Early Development Instrument (CREDI) was designed to serve as a population-level measure of early childhood development (ECD) for children from birth to age three. The 117-item Long Form used in China gathers information on the development of five inter-related domains: motor, cognitive, language, social-emotional, and mental health.

The Caregiver Reported Early Development Instrument (CREDI) was designed to serve as a population-level measure of early childhood development (ECD) for children from birth to age three. The Short Form used in Brazil gathers information on the development of five inter-related domains: motor, cognitive, language, social-emotional, and mental health, and takes less than 5 minutes per respondent.

The Rugged Resilience Measure (RRM) is a brief measure of psychological or ‘internal’ resilience. It draws on qualities associated with how likely youth can cope with adversity and significant stressors.

The YouthPower Action Youth Soft Skills Assessment (YAYSSA) intends to measure general social and emotional skills of youth in low-resource environments.

The Caregiver Reported Early Development Instrument (CREDI) was designed to serve as a population-level measure of early childhood development (ECD) for children from birth to age three. The 117-item Long Form used in India gathers information on the development of five inter-related domains: motor, cognitive, language, social-emotional, and mental health.

The Educator Assessment of Learners’ Soft Skills Ability (EALSA) tool is a formative assessment that measures communication, interpersonal skills, dependability, and problem solving/critical thinking to improve outcomes around soft skills for both in-school and out-of-school youth.

The Teachers’ Observations of Learners’ Social and Emotional Learning questionnaire was developed in an attempt to assess a set of social, emotional, behavioral, and cognitive competencies among primary school-age children in fragile, conflict-affected settings. 

The 2022 UNHCR Refugee Education Report tells the stories of some of the more than 10 million refugee children of school age under UNHCR’s mandate, including school-aged Venezuelans displaced abroad. 

It is estimated that 244 million children and youth between the ages of 6 and 18 worldwide were out of school in 2021. The estimates confirm that, even before the onset of COVID-19, progress in reducing the out-of-school population had slowed down.

This factsheet presents six stories from children with disabilities, collected by Humanity & Inclusion in Lebanon, Jordan, Egypt and the occupied Palestinian territory.

In 2020 and 2021, the Global Coalition to Protect Education from Attack (GCPEA) identified over 450 reported attacks on education and incidents of military use of schools, universities, and educational facilities in Myanmar by state armed forces and non-state armed groups, the majority of which occurred after the military takeover on February 1, 2021

This webinar highlighted the structure of the INEE Background Paper on Distance Education in Emergencies and inform participants about the key challenges, lessons learned, practices, and actions to consider when aiming to provide quality, principles-based distance education (DE) in emergencies.

An Open Educational Resource Library with professional development resources for educators who work with refugees, migrants, and other vulnerable learners in displacement contexts.

In conducting program, research, and/or evaluation activities in the EiE field, individuals may find themselves unprepared to address the ethical dilemmas that inevitably arise in these settings. To bridge this gap, a group of researchers, practitioners, and graduate students curated a collection of 18 short vignettes based on the real-life challenges and ethical dilemmas they faced. 

The seven Resource Packs are designed to support government officials and staff in national and international agencies tasked with designing and implementing effective remote learning opportunities for children in development and humanitarian contexts as well as strengthening existing remote learning programmes.

This background paper highlights specific challenges, lessons learned, practices, and actions to consider when aiming to provide quality, principles-based distance education (DE) in emergencies. The paper considers inclusion and equity to be key guiding principles for education in general and calls for their application across all education modalities, especially distance education.

These workshops include high and low-tech resources, featuring children’s activities, caregiver articles, educational videos, and interactive digital games. Together, these themes, strategies, and resources support children and adults’ emotional wellbeing and lay the foundation for resilience.

The toolkit is designed for use by teachers and/or teacher trainers at different levels of education in humanitarian settings to promote wellbeing, teaching, and learning. This toolkit contains a range of resources to support the delivery of PSS-SEL through distance education modalities.