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28 February 2024 INEE Webinar Education Research in Conflict and Protracted Crisis (ERICC) Consortium, Inter-agency Network for Education in Emergencies (INEE)

Towards education for all: Strengthening data systems in conflict and crisis settings

This event brought together experts to engage in dialogue on data needs in education in conflict and crisis education, as data issues play a crucial role in driving evidence-based educational decision-making and the design of policies and programs in response to the needs of children in these settings.

31 January 2024 Advocacy Brief Alliance for Child Protection in Humanitarian Action

The Unprotected: Overview of the Impact of Humanitarian Crises on Children in 2023

The Alliance calls for urgent action and investment in three critical areas in 2024: 1) Invest in the Child Protection Workforce — it is the key asset to protect children in crises, 2) Prioritise preventing harm while continuing the response to urgent needs, and 3) Join us - Every actor across the humanitarian system has a role to play in protecting children.

25 January 2024 Advocacy Brief United Nations High Commissioner for Refugees (UNHCR), United Nations Office for Disaster Risk Reduction (UNDRR)

Disability, displacement and disaster resilience: ensuring the rights of persons with disabilities in situations of forced displacement and statelessness

This brief includes a set of recommendations aimed at enhancing the protection and resilience of displaced and stateless persons in disaster situations. These recommendations are derived from both the desk review and the insights shared by survey respondents.

22 January 2024 Manual/Handbook/Guide
Education.org

Steering through Storms: Five Recommendations for Education Leaders to Close the Learning Gap in Times of Crisis

This High-Level Policy Guidance provides evidence-based actionable recommendations for education leaders who want to initiate AEPs, strengthen or expand existing AEPs or enhance the cohesion and oversight of diverse AEPs in their country. With insights from many countries, this Guidance provides a roadmap for policy actions, concrete policy examples and country case studies. Its lessons can be applied globally.

17 January 2024 INEE Webinar Alliance for Child Protection in Humanitarian Action, Inter-agency Network for Education in Emergencies (INEE)

Orientation to the Guidance Note on Supporting Integrated Approaches to Child Protection and Education Programming

This webinar provided an orientation to the Guidance Note for Supporting Integrated Child Protection and Education Programming in Humanitarian Action, specifically discussing the shared space between the two sectors and best practices in approaching constructive and impactful integrated programming. 

 

20 December 2023 Manual/Handbook/Guide United Nations Children's Fund (UNICEF), World Health Organization (WHO)

Early Adolescent Skills for Emotions (EASE)

EASE is an evidence-based group psychological intervention to help 10–15-year-olds affected by internalizing problems (e.g. stress and symptoms of anxiety, depression) in communities exposed to adversity. The intervention consists of 7 group sessions for adolescents and 3 additional group sessions for their caregivers.

20 December 2023 INEE Webinar Inter-agency Network for Education in Emergencies (INEE)

Protecting the Right to Education in Gaza

This webinar aimed to raise awareness and advocate for the protection of educational institutions and the right to education for Palestinian learners. It aimed to shed light on the current challenges faced by educators and learners in Gaza.

19 December 2023 Research Publication Journal on Education in Emergencies (JEiE)

Journal on Education in Emergencies Volume 9, Number 1

The research articles, field notes, and book reviews featured in JEiE Volume 9, Number 1 focus on refugee education and aspirations, social and emotional learning and literacy, teachers’ agency and self-concept, peacebuilding, and education responses to COVID-19, among other important themes.

19 December 2023 Journal Article Journal on Education in Emergencies (JEiE)

Impact of Catch-up Clubs in Conflict-Affected Myanmar: A Community-Led Remedial Learning Model

Silvia Mila Arlini et al. describe the impact of a remedial education program designed to raise the literacy levels and SEL skills of students ages 8 to 13 and support their aspirations to stay in school after the COVID-19-related closures in two conflict-affected states in Myanmar.

19 December 2023 Journal Article Journal on Education in Emergencies (JEiE)

Left Further Behind after the COVID-19 School Closures: Survey Evidence on Rohingya Refugees and Host Communities in Bangladesh

Gudrun Østby et al. assess the differential effects COVID-19-related school closures had for refugee and host community boys and girls in Bangladesh. They find that the closures were especially detrimental to teenage refugee girls’ ability to resume their schooling after the pandemic.

19 December 2023 Journal Article Journal on Education in Emergencies (JEiE)

Addressing Adolescence: Advocating for Age- and Gender-Responsive Social and Emotional Learning during Emergencies

In their systematic review of SEL interventions in EiE contexts, Rena Deitz and Heddy Lahmann argue that studies that disaggregate intervention outcomes by age and gender provide the best guidance for tailoring interventions to the beneficiaries’ particular developmental and social realities.

19 December 2023 Journal Article Journal on Education in Emergencies (JEiE)

Hoping against the Odds: Understanding Refugee Youths’ Aspirations for Gaining Overseas Scholarships

Hassan Aden draws from semistructured interviews and goal-mapping exercises to explore the cultural logics of hope, hard work, and success among refugee youths living in Dadaab as they pursue scholarships that will support their higher education aspirations and enable them to resettle abroad.

19 December 2023 Journal Article Journal on Education in Emergencies (JEiE)

Bangkit Semangat—Raise the Spirits: Teachers’ Vulnerability, Resilience, and Voice in Postdisaster Indonesia

Drawing from ethnographic research on teachers in post-earthquake Indonesia, Christopher Henderson relates how global-level actors often miss the opportunity to engage meaningfully with teachers’ agency, self-concept, and resilience in humanitarian response guidance and policymaking.