Resources

The World Bank is the largest external financier of education worldwide. This note examines trends in girls’ education and spotlights interventions that support girls’ education. Key takeaways include the following: It is simply not enough to get girls into school. Efforts must ensure they stay in school, learn well, and are able to translate their schooling into future gains.

Families resettling after conflict or crisis cope with big changes and challenges. They can use our resources for support.

Practical advice on making humanitarian action accessible and inclusive for persons with disabilities. Once downloaded, HHoT works without an internet connection.

The PM ERM integrated Education, WASH, Child Protection, and Health and Nutrition multi-sectoral programming in schools. This mixed-methods study investigates the implementation of the intervention to build the evidence base to strengthen Education in Emergencies responses.

This policy brief focuses on EiE and on how to guarantee the basic right to education especially in crisis and conflict, providing key data on concatenated crises, the importance of EiE funding, as well as on the impact of EiE. Finally, it highlights a number of advocacy recommendations aimed at advocating for the recognition of education as a priority sector in humanitarian response, among other issues.

The purpose of this document is to explain how Save the Children’s approach to Anticipatory Action can be applied to our education programming.

This 2023 background study for the ECW Climate Appeal includes estimates on the effect of climate shocks on children and education around the world. The study presents estimates of the number of crisis-affected children and adolescents whose education has been disrupted by climate shocks, as well as the number of forced displacements of school-aged children due to floods, droughts and other extreme weather events.

The document maps existing work on inclusive education and disability-inclusive education in emergencies by collecting existing tools, frameworks, policy and advocacy resources, and more, and presenting them in a repository of resources. The gap analysis report captures the findings from the resource mapping and the survey conducted with INEE members.

The paper, adopting my roles as a scholar and aid practitioner, critically examines the EiE sector through three Black Radical Tradition (BRT) lenses: racial capitalism, critical race theory, and fugitivity. It employs case studies, aligning with the BRT’s interconnected focus, revealing the pervasive influence of educational aid, racial injustice, and structural inequalities.

This virtual event provided an overview of the context, purpose, key findings, and recommendations from the Mind the Gap 3 report and Closing the Gap 3 policy paper.

The Ahlan Simsim project has resulted in the development of multiple educational assets that are of potential use to practitioners working in early childhood education in the Middle East and beyond. This webinar provided a means for sharing the many educational materials created by the team by putting these assets into the hands of professionals who can best use them.

This report critically explores the potential for education to contribute towards the humanitarian-development-peacebuilding nexus in conflict-affected contexts.

In this 2022 Annual Report, you will find a summary of the network’s many activities and accomplishments, which are organized by INEE’s strategic priorities and primary functions.

To realize these ambitions, and to achieve disaster resilience for all, anticipatory action must be inclusive and gender responsive. This briefing, explains the main challenges and critical gaps that exist. It also makes recommendations for governments, practitioners and donors to ensure that anticipatory action addresses the specific needs of girls and boys in all their diversity.

This study, conducted by Humanity & Inclusion with the support of Education Cannot Wait (ECW), investigated the use of the Child Functioning Module – Teacher Version (CFM-TV) in challenging contexts. The CFM-TV is a tool designed to assess the functional difficulties of students through teacher evaluations.

This webinar discussed leveraging science to support children and families in humanitarian contexts through nurturing care approaches.

The aim of this annex is to explore the findings of a 2022 Joint Needs Assessment in the context of the 2023 earthquake, using secondary data to explore how the context has changed and interpret how this situation will have affected the initial findings. 

The number of schools closed in West and Central Africa due to attacks by Non-State Armed Groups (NSAG), occupation by armed forces, a general climate of insecurity, direct threats to the lives of pupils and school staff, and the outright fear faced by children, families, teachers and communities has increased over the past year to reach over 13,250, impacting an estimated 2.5 million children’s learning, well-being and protection

The guidance presents an assessment of potential risks GenAI could pose to core humanistic values that promote human agency, inclusion, equity, gender equality, linguistic and cultural diversities, as well as plural opinions and expressions. It proposes key steps for governmental agencies to regulate the use of GenAI including mandating the protection of data privacy and considering an age limit for their use. It outlines requirements for GenAI providers to enable their ethical and effective use in education.

The 2023 UNHCR Refugee Education Report draws on data from more than 70 countries worldwide to provide the most detailed picture yet of the state of refugee education and enrolment. Its findings reveal that despite areas of progress, more than half of the world’s 14.8 million school-aged refugee children remain out of formal education, risking their future prosperity and denying them the chance to fulfil their potential.