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).

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2651 results found

Investing in Learning: the Case for Strengthening the Collection and Use of Learning Assessment Data in EiE Contexts

Published by
Inter-agency Network for Education in Emergencies (INEE)
Published
Arabic
English
French
Portuguese
Spanish
Policy Document

This policy paper provides guidance on how to increase and improve the measurement of holistic learning outcomes for crisis-affected learners. It was developed by the Quality and Equitable Learning Outcomes (QELO) workstream of the Education Policy Working Group (EPWG) and is a resource for donors, national governments, and humanitarian and development agencies.

Navigating Education Data for Internally Displaced Persons

Published by
Inter-agency Network for Education in Emergencies (INEE)
,
USAID
Published
English
Presentation

This webinar shared the results of a study to help further our understanding of what the existing IDP educational data landscape looks like. More detailed findings are presented in the forthcoming resource, "Mapping the Ecosystem of Education Data for Internally Displaced Persons in the Middle East and Beyond: Issues, Challenges, and Recommendations".

Child Protection in Humanitarian Action (CPHA) Competency Framework

Published by
Alliance for Child Protection in Humanitarian Action
Published
English
Manual/Handbook/Guide

The CPHA Competency Framework builds on the Minimum Standards for Child Protection in Humanitarian Action to articulate a set of recognised technical competencies for child protection in humanitarian action. It broadly describes expected standards of performance across a number of technical competencies that can be applied to different roles within the sector

COVID-19 Refugees' Return to Schooling Guidelines

Published by
United Nations High Commissioner for Refugees (UNHCR)
Published
English
Manual/Handbook/Guide

This document aims to provide practical suggestions – for UNHCR operations and partners - on how the specific needs of refugee children, youth and families can be addressed as schools begin to re-open. It complements and draws on detailed guidance issued by the Inter-Agency Standing Committee, Global Education Cluster, other UN agencies and NGOs and includes links to key resources.

Meet the new tools of the INEE Measurement Library

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

During this webinar, panelists from INEE, IRC, and NYU Global TIES for Children presented three new psychometric measurement tools in the INEE Measurement Library: the Teacher Classroom Observation, the Self-Regulation Assessment-Assessor Report, and the Child Friendly School Questionnaire.

Self-Regulation Assessment-Assessor Report (SRA-AR)

Published by
International Rescue Committee (IRC)
,
NYU Global TIES for Children
Published
Arabic
English
Assessment

The Self-Regulation Assessment-Assessor Report (SRA-AR) is a measurement tool used to capture assessors’ perceptions of children’s skills at regulating their behavior during an assessment.

Child-Friendly School Questionnaire for Syrian Children in Lebanon (CFSQ-SL)

Published by
International Rescue Committee (IRC)
,
NYU Global TIES for Children
Published
Arabic
English
Assessment

The Child-Friendly School Questionnaire for Syrian Children in Lebanon (CFSQ-SL) is a self-report survey that was used to capture primary-school aged Syrian refugee students’ perceptions of the climate of Lebanese public schools. CFSQ-SL was adapted and shortened from the original CFSQ developed by UNICEF.

Practical Measurement

Published by
The University of Notre Dame's Global Center for the Development of the Whole Child
Published
English
Training Materials

The Practical Measurement course is a self-paced, online video course that covers critical issues that practitioners in low-resource and fragile contexts need to consider when measuring the learning and development outcomes of children and adolescents.