Resources

In this webinar, teachers and Education in Emergencies actors working in the Democratic Republic of Congo, Cox’s Bazar, Bangladesh, Gaza and Colombia shared their reflections on the challenges and opportunities of supporting teacher professional development in crisis contexts. 

يجب الاحتفال بالمدارس. كما ويجب الاعتراف بالدور الذي تلعبه ليس فقط في تنمية المتعلمين وتعليميهم، ولكن أيضًا في مساهمتهم في التقدم المجتمعي على نطاق اوسع
 

During this event, colleagues from INEE, NYU Global TIES for Children, and IRC answered questions regarding the Measurement Library Call for Submissions process. 

This book attempts to contribute to the development of operational strategies for change in education that will help prepare students for the future, while addressing the impact of the COVID-19 pandemic and making education systems more resilient to future disruption.

This White Paper, created for anyone interested in improving education outcomes, responds to discussions with policymakers, practitioners, and researchers. It draws on a thorough 12-month analysis of 45 organisations and 80 interviews with education sector leaders including ministers, academics, knowledge actors, NGOs, international organisations leaders and practitioners. 

This paper examines opportunities for, and limits to, protecting higher education from attack in Gaza. It presents a framework for categorising protection measures and empirically explores the effectiveness of measures to protect higher education from attack in Gaza since 2007.

INEE, Theirworld, and the Moving Minds Alliance is pleased to present a webinar on supporting young children in humanitarian settings!

The one-hour, interactive webinar provided an introduction and overview of the new training materials on gender and education. Presentations will include information on the development process and ways to use the training materials.

In this webinar, teachers and Education in Emergencies actors working in Kenya, Lebanon, El Salvador, and Sierra Leone will share their reflections on the challenges and opportunities of supporting teacher well-being in crisis contexts.

The INEE Gender Training Manual orients education practitioners to the INEE Guidance Note on Gender: Gender Equality in and through Education (2019). The training manual outlines 4-8 hours of training activities and materials related to gender-responsive education in emergencies.

This publication exposes these impacts and calls for effective strategies to ensure education continuity, promote gender equality and improve lives and futures through a review of published research, a global survey of actions taken by organizations in favour of gender equality in education, and in-depth data collection in five countries.

This technical note, intended for governments, practitioners, donors, academics, and UNICEF’s and UNGEI’s staff and partners implementing policies and programmes related to girls’ education and FGM, seeks to demonstrate and deepen linkages between the two, as well as present related strategies to advance girls’ education and eliminate FGM.

The aim of this toolkit is to increase understanding between the two sectors, to encourage dialogue for planning and programming, and ultimately to strengthen the quality of MHPSS and education responses in emergencies.

Bangladesh has seen implementation of numerous Education in Emergencies interventions throughout the last two and half decades. In this webinar, Bangladeshi EiE practitioners presented some of these successful interventions

This call to action, endorsed by 51 civil society organizations urges the governments of the G20 to commission the relevant UN agencies to develop, fund, and implement a plan to protect and promote education for Afghan children, especially girls and people with disabilities, both in Afghanistan and those who have fled their country seeking protection.

EAA have developed educational resources in a program for continuous learning for the Afghan refugee children in order to support a short-term and quick learning and growth program.

INEE partnered with the UKRI GCRF to convene a series of three regional workshops (Amman, Bogota, and Dhaka) to discuss regional challenges and opportunities of research, identify key evidence gaps, and map ongoing knowledge production. The below provides an introduction and key learnings from these workshops as well as a summary of each workshop.

The report is the result of many conversations with key stakeholders and influencers involved in Education in Displacement (EID). Collectively, we saw a need to assess the sector and its ecosystem, focusing on several key dimensions: quality education; evidence; collaboration and coordination; localisation; learning and adaptation.

Build Forward Better presents new analysis on which countries’ school systems are most vulnerable to existing risks and future crises. And it sets out what the global community needs to do to support ministries of education in those countries to prepare now. So that, even during emergencies, education systems can provide all children with good-quality, safe and inclusive opportunities to learn.

This booklet provides handy tips and ways you can help your child develop literacy and numeracy skills. It provides fun, inexpensive, accessible and practical activities you can do with your child at home.

This guide will support field level staff to ensure that all children have access to safe learning opportunities that meet their individual needs. It outlines the barriers to learning that the most marginalised have access to safe learning opportunities that meet their individual needs.

This mental health in schools training package, developed by the WHO Regional Office for the Eastern Mediterranean, will enable educators to better support the mental health needs of their students and to take practical steps that are implementable in school settings.

In this paper we evaluate the effectiveness of live tutoring calls from teachers, using a randomized controlled trial with 4,399 primary school students in Sierra Leone. Tutoring calls increased engagement in educational activity but had no effect on mathematics or language test scores, for girls or boys.

This first output of the Teacher Wellbeing Toolkit comprises a tools & resources mapping and a gap analysis report, building on the existing body of work by collecting existing resources, tools, and policy or advocacy documents that address teacher wellbeing in emergency settings.