Resources

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.

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 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.

In October 2020, INEE and Dubai Cares engaged the INEE Network in a survey on evidence gaps in light of COVID-19. The survey was disseminated and accessible in all five of INEE’s working languages (English, Arabic, French, Spanish, Portuguese). Data were collected over a three-week period via SurveyMonkey. This report details the survey response. 

The E-Cubed Research Fund aims to strengthen the evidence base in EiE, by supporting contextually relevant and usable research, and disseminating global public goods. The following provides analytics on proposals received between 2017-2020.

This document highlights key Education Monitoring Indicators, such as data on resources allocated for education and how these resources have changed over the years. Region specific indicators are included, as they highlight regional differences in education.

This module provides teachers with an introduction to teacher wellbeing, enabling them to explain it's importance, identifying signs of stress and applying techniques to support their own wellbeing.

This module provides teachers with an introduction to pyschosocial support and social emotional learning - enabling them to recognise pyschosocial needs and social emotional wellbeing, and respond using strategies to support students' wellbeing. 

Participatory Research in Three Countries: Colombia, Democratic Republic of the Congo, and Lebanon

The Minimum Quality Standards and Indicators for Community Engagement are meant to serve as a guide for stakeholders to establish an enabling CE environment, in which community engagement is intentional, structured and at the core of sustainable development progress.

The objectives of this webinar are to 1) share testimonies and case studies on inclusive education projects for children with disabilities implemented during the pandemic; and 2) share more about INEE’s Inclusive Education Task Team members and our work with the wider INEE community.

In this webinar, members of the AEWG presented the new Monitoring & Evaluation toolkit. The purpose of the toolkit is to support the design and implementation of M&E Frameworks for accelerated education programmes (AEP) in order to support learning and accountability.

This webinar will highlight the real-life day-to-day challenges young IDPs experience when seeking access to quality education, which is fundamental to their healthy development and future life chances.

Drawing on an extensive literature review and numerous key informant interviews with practitioners and policymakers, the report examines the tenets of good teacher professional development (TPD) in humanitarian and development contexts, discusses the challenges to implementing good TPD, and highlights the key actors who influence teachers’ work. 

INEE & The Alliance have organised this webinar to discuss their recent Position Paper outlining the rationale behind cross-sector collaboration and suggests a way forward for implementation of joint and integrated programmes. This webinar will highlight the key findings and see how the recommendations can be applied in practice.

This webinar introduced the update process of the INEE Minimum Standards, including rationale, scope, vision, and approach. In addition, the webinar covered the different ways individuals and organizations can participate, key actions, and a timeline.

This paper outlines the real-life day-to-day challenges young IDPs experience when seeking access to quality education, which is fundamental to their healthy development and future life chances.