The Teacher Classroom Observation (TCO) Tool was developed to evaluate teacher practice and classroom quality in low- and middle-income countries including conflict and crisis-affected contexts.
The Social and Emotional Competency Assessment (SECA) Tool was adapted in the Kenyan context to assess four of the seven competencies of the Kenya Competency Based Curriculum.
The Organizational Capacity for Community-based Problem-solving (Org-CapCPS) Tool was developed and used in Rwanda to assess the capacity of refugee-led organizations to engage in and support community problem-solving.
In honor of World Mental Health Day, the INEE PSS-SEL Working Group held a special webinar focused on the wellbeing of EiE practitioners. This event was aligned with the World Health Organization’s 2024 Mental Health Day theme, “It’s time to prioritize mental health in the workplace."
The Play to Learn project is making program materials, media content, research, and technical resources used during the project freely available on the Play to Learn Resource Hub. Materials in the Resource Hub provide rich examples from multiple countries, offer tangible strategies and tips for other practitioners, and highlight the experiences of service providers throughout the six years of the project.
This policy brief provides an overview of the educational sector in Lebanon immediately prior to the escalation of Israel’s aggression in the autumn of 2024. Establishing a baseline for the conditions in the sector is essential for assessing the expected significant impacts on education in Lebanon. By evaluating the educational landscape just before the escalation of Israel’s aggression, this brief will help in formulating strategic and targeted interventions in educational policy and practice for both the immediate crisis and its protracted impacts while also considering the pre-existing challenges in Lebanon’s education sector.
This compendium of resources was created by team members participating in the Holistic Languages Pedagogies Project at the Center for Professional Learning at Childhood Education International between July and October 2024. The project brought together English language educators from Ukraine and the United States to learn about and apply holistic language pedagogies together in a virtual community of practice.
This guidance document details the processes and outcomes of the Quality Holistic Professional Learning in Lebanon Project, which involved over 1,100 teachers across Lebanon and established more than 30 Communities of Practice in all eight of the country’s governorates.
This study’s overall research objective was to understand the effects of current hiring, training and evaluation policies and practices on TCTs’ motivation to work and their perceptions of teacher management policies, system practices and working conditions in Jordan. This brief focuses on the outcomes of the qualitative components.
This study’s overall research objective was to understand the effects of current hiring, training and evaluation policies and practices on TCTs’ motivation to work and their perceptions of teacher management policies, system practices and working conditions in Jordan. This technical brief focuses on the quantitative findings.
The study investigated teaching and learning practices in madrasas, the knowledge and skills imparted through various branches of the madrasa curriculum, and student assessment processes. The primary objective is to explore potential collaborations between madrasas and humanitarian education providers to improve the quality of education.
This policy brief highlights findings from the ERICC formative research study titled ‘Access and continuity of quality education for older adolescent boys and girls in the refugee camp and host community of Cox’s Bazar’.
This policy brief draws from the findings of a comprehensive Education Research in Conflict and Protracted Crisis (ERICC) research study titled “Formative research on system coherence for quality and effective delivery of the Myanmar Curriculum in Cox’s Bazar”
This policy brief synthesises findings from a forthcoming review of effectiveness research on education interventions in conflict and protracted crisis settings.
To promote evidence-based educational policies, interventions and directions for education aid, and development in NW Syria, the ERICC programme focuses on gathering, analysing and producing contextually relevant education research. In this initial phase, we review the existing research evidence published in academic journals and reports produced by organisations and research centres that examine the policy and local levels of the education system in NW Syria.
This evidence brief provides a summary of challenges and ways to improve EiE data systems. It draws on findings from a comprehensive evidence review based on a review of more than 400 peer-reviewed articles and grey literature as well as seven country-level case studies of data systems in Syria, Jordan, Lebanon, South Sudan, Nigeria, Bangladesh and Myanmar.
This technical brief draws on a Research Agenda working paper for education in conflict and crisis in South Sudan. Through a comprehensive ‘country scan’ process – involving an evidence review, mapping exercises, key informant interviews and key stakeholder meetings – evidence gaps in education within the conflict-affected and protracted crisis context of South Sudan have been identified.
The study presented here applied systems thinking to the context of Jordan to assess the wider factors and potential misalignments affecting teacher management in the country.
The ERICC Research Programme Consortium has developed a systematic conceptual framework to translate individual studies into an interconnected body of knowledge on effective educational practices in conflict contexts. Through this framework, we aim to synthesise the existing body of knowledge and build a systematic knowledge base that is comprehensive, context-sensitive and actionable for educational interventions and policy changes.
This report presents evidence-based analyses of the immediate and enduring effects of educational disruption, drawing from existing data and interviews with children, young people, teachers, counsellors and experienced officials on the ground. It offers a series of recommendations for all actors, including UN agencies, international community and donors and the Occupied Palestinian Territory authorities, to support efforts at resuming equitable and quality teaching and learning in Gaza
