Resources

This report summarizes the learning and recommendations of an extensive review by States and stakeholders pursuing the expected outcome and goal of the Framework and thus risk-informed sustainable development.

This study, led by Global TIES for Children at New York University, is the first to evaluate a phone-delivered version of a parenting program in the Middle East and the first randomized-controlled evaluation of an audio-only parenting program for a community sample (that is, a sample without diagnosed health problems or disabilities).

This study is the first evaluation of a remote early childhood education (ECE) program for families affected by conflict and crisis and the second of the effect of short-term (shorter than 3 months) ECE programming. It evaluates the impact of an 11-week remote early learning program (RELP) delivered alone and in combination with Ahlan Simsim Families (ASF), a parenting support program.

This study evaluates the effects of Ahlan Simsim, a television show co-produced by Sesame Workshop and Jordan Pioneers that has been viewed by more than 23 million children across the MENA region, including 57% of displaced Syrians across Jordan, Lebanon, and Iraq.

With recent research identifying challenges in how existing responses to Pakistan’s 2022 floods are supporting learning continuity, we explored the extent to which EdTech has the potential to improve access to and quality of education through the various phases of response to the floods — in a feasible way with attention to scalability.

We present results from large-scale randomized trials evaluating the provision of education in emergency settings across five countries: India, Kenya, Nepal, Philippines, and Uganda. We test multiple scalable models of remote instruction for primary school children during COVID-19, which disrupted education for over 1 billion schoolchildren worldwide. Despite heterogeneous contexts, results show that the effectiveness of phone call tutorials can scale across contexts.

This guidance note explores how to use qualitative methods to create more robust assessment processes to ensure more effective programming and services for children with disabilities. This note provides promising practices for engaging with children with disabilities and includes sample tools that can be tailored to fit the needs of a particular assessment process.

The study looks at the political economy of education sector planning, zooming in on issues of power and voice, and seeks to answer the following questions: Are education sector planning processes including gender transformative ambitions and intentions? Who within the MoE has the power to push this gender agenda? How are civil society and other gender experts engaged within education planning?

This report looks at how S4D can be used to improve the mental health of programme participants, therefore focusing on a crucial outcome of psychological wellbeing.

The Regional Framework for Monitoring People on the Move in Latin America and the Caribbean (RMF) is a UNESCO initiative developed in collaboration with 18 ministries of education in the region. It supports the formulation, implementation, and monitoring of national education policies to ensure the right to education for people on the move in the region, in response to the challenges posed by the significant increase in intra-regional displacement flows.

Since 2019, UNESCO is supporting the efforts of the Ministry of Education (MoE) and national institutions to improve the responsiveness and resilience of the education system to crises through strong governance and information management systems, by strengthening evidence-based planning, monitoring, and decision-making. This case study provides valuable evidence and learnings from the process of building a strong enabling institutional environment necessary to strengthen evidence-based crisis and risk-sensitive planning and monitoring. 

A case study of IRC’s Ahlan Simsim approach to supporting national governments departments through school readiness programs to strengthen their education systems to prepare children affected by crisis and conflict in the Middle East to successfully enter elementary school 

This case study explores the critical components and lessons learned from the effective implementation of the Comprehensive School Safety Assessment Suite (CSSAS) in the Philippines since 2021 that has contributed to improving disaster response, comprehensive school safety, and ultimately strengthened the resilience of the education system. 

The Toolkit for Collecting and Analyzing Data on Attacks on Education builds on the efforts of GCPEA to better measure the scale and impact of attacks on education and aims to fill gaps in monitoring and reporting. It includes a set of technical tools for all education sector stakeholders to standardize data collection, analysis, and reporting. 

The Georgetown Institute for Women, Peace and Security hosted four high-level expert discussions with various stakeholders––from underground school administrators, nonprofit directors, media groups, and government officials––to identify practical pathways forward for inclusive and quality education in Afghanistan.

The Education Research in Conflict and Protracted Crisis (ERICC) Research Programme Consortium is a global research and learning partnership that strives to transform education policy and practice in conflict and protracted crisis around the world, through building a global hub for rigorous, context-relevant and actionable evidence base. 

This paper proposes various actions, which have been adapted from the “Inter-Agency Toolkit: Preventing and responding to child labour in humanitarian action” and are structured around the INEE Minimum Standards.

In this paper, we reflect on the historical and ongoing legacies of (neo)colonialism and imperialism in education in emergencies (EiE) research and practice using collaborative auto-ethnography. Specifically, we explore how we’ve experienced hierarchies of power, positionality and privilege, and how we’ve benefited and/or been victims of this in the past.

ALiVE and INEE hosted a webinar on the factors and community inputs that influence policy, practice and measurements of life skills and values in East Africa. 

Taking both this distressing context and children’s desire to return to the classroom into consideration, we have decided to analyse whether or not education in emergencies receives the attention it deserves in order to provide the response it needs. To do this, the funds contributed by the international community to this area in Ukraine have been analysed, particularly the Spanish contribution.

This brief analyzes why education is an urgent right in a context with growing humanitarian needs.

This report synthesizes existing literature on the impact, value and critical need for holistic approaches within education systems. It highlights the connectivity between holistic skills and academic achievement, overcoming adversity, and in improving societal and economic outcomes. 

It is a strategic document for ECW Secretariat staff and First Emergency Response and Multi-year Resilience Programmes (MYRP) partners to design, implement, monitor and evaluate gender-equitable investments. It provides minimum standards for gender-responsive First Emergency Responses and gender-transformative MYRP investments and for gender integration across ECW's thematic priorities.

The purpose of the policy is to guide the Education Cannot Wait Secretariat to make Gender Equality and Empowerment of Women and Girls (GEEWG), in and through education in emergencies and protracted crisis, a core principle in all aspects of its work.

The language guide is divided into thematic sections, though many of the issues discussed intersect and some terms may be relevant to several categories. The guide is based on a set of Feminist Principles for Language Use and gives examples of how you can put these principles into practice in your writing and in day-to-day conversation.