This working paper outlines the aims, process, and outcomes of an evidence review, conducted over five months, from April to August 2022, to map the evidence landscape and identify key gaps across Jordan’s education system, particularly those related to services provided to and affected by the influx of Syrian refugee students.
This scoping paper provides background on the topic and explores global trends in non-state armed group attacks on education. This paper also highlights various practices and policies, from the community to international levels, to curb non-state armed group attacks on education and use of schools and universities for non-educational purposes.
This review sets out to (i) identify and synthesise the evidence base of education programmes in conflict-affected areas of Nigeria in order to generate a rigorous understanding of the circumstances under which education is delivered; and (ii) identify evidence gaps concerning access, quality and continuity of education, and the interventions that aim to improve education outcomes.
Access to high-quality and continuous education is a fundamental right for all children, including those affected by conflict and protracted crises. Yet despite ongoing efforts, significant barriers to access, quality and continuity of education remain. In this paper, we project to carry out a systematic review of evidence about the state of education in Cox’s Bazar, Bangladesh, where education delivery to conflict-affected Rohingya communities remains particularly challenging.
Informed by the ERICC Conceptual Framework and consultations with local stakeholders, our research agenda tackles the problem by developing a series of studies on three key aspects of education in Cox’s Bazar: ongoing responses to the recently introduced Myanmar curriculum, the current role of madrasas and their potential as partners for education interventions, and an analysis on continuing education for girls and older adolescents.
The research agenda presented here highlights ERICC’s co-constructed national research priorities within Jordan, the rationale and factors that inform these priorities, and research plans to enact the agenda moving forward.
The Nigeria research agenda outlines the research direction based on the co-construction of evidence and sets out the co-creative principles for implementing the research agenda. The research themes that constitute the Nigeria research agenda were identified through consultations with key in-country stakeholders at the Federal level and in Borno, Adamawa, and Kaduna States.
This year’s adolescent-friendly Global Girlhood Report explores how the climate crisis impacts girls’ rights. It features new analysis by Save the Children on emergency hotspots where girls face the dual threat of child marriage and climate disasters, and stories of girls advocating for climate action in their communities.
This webinar presented findings from the PlayMatters project from its one-year multisectoral Emergency Response Mechanism in conflict-affected Ethiopia.
This paper summarizes the findings of the monitoring report: Mind the Gap 3: Equity and Inclusion in and through Girls’ Education in Crisis and recommends actions for governments, donors, civil society, collectors and collators of data, and teachers and other education personnel to address the gaps identified in the delivery, planning, funding, and monitoring of girls’ and women’s education in crisis contexts.
This report summarizes progress, gaps, challenges and opportunities in improving education and training for girls and women affected by conflict and crisis. This report monitors progress since the Mind the Gap 2 report, and highlights the following thematic areas: recruiting and retaining female teachers, girls with disabilities and gender-responsive inclusive education, and sexual and reproductive health and rights (SRHR) education in emergencies.
This think piece synthesises some of the key findings from across the five countries researched in Phase 1. In it, the authors explore some of the working assumptions and hypotheses about both what quality accelerated education (AE) provision is, and how this might be best achieved.
This review paper explores the relationship between migration and issues of social justice, inequalities, and access to education which have been exacerbated recently with the emergence of the Coronavirus (COVID-19) pandemic and have taken on a new dimension with the digitalization of education specifically for refugees among other immigrants.
This article presents critical reflections on a teacher professional development initiative in Kakuma refugee camp and Kalobeyei settlement in Kenya. Drawing on critical development studies, it examines the successes and limitations of efforts to facilitate a community-based participatory process that aims to respond to local refugee teachers’ needs while simultaneously developing training materials as a global good.
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
This brief was developed to support dissemination of key messages in Mind the Gap 3: Equity and Inclusion in and through Girls’ Education in Crisis. It provides an overview of evidence and gaps related to sexual and reproductive health and rights (SRHR) education in emergencies and recommends actions and measures to protect women’s and girls’ rights within education.
This brief was developed to support the dissemination of key messages in Mind the Gap 3: Equity and Inclusion in and through Girls’ Education in Crisis. It provides an overview of evidence and gaps in the recruitment and retention of female teachers in emergency contexts and recommends actions for supporting female teachers’ wellbeing and professional development.
This brief was developed to support dissemination of key messages in Mind the Gap 3: Equity and Inclusion in and through Girls’ Education in Crisis. It provides an overview of evidence and gaps related to education challenges and opportunities for girls with disabilities, and on gender-responsive inclusive education approaches. The brief also recommends actions to improve the accessibility and relevance of gender-responsive inclusive education.
This article examined how the education system was impacted by the Cyclone ldai disaster in eastern Chimanimani District in 2019. In addition, this article discoursed the enrolment trends, pass rate patterns and general quality of education over the 2018–2019 study period. It assessed local and stakeholders’ initiatives towards building a disaster-resilient education system.
In April 2014, the abduction from a school in Chibok (Nigeria) made global headlines and sparked the #BringBackOurGirls movement and protests, which attracted public support from celebrities and public figures. However new data analysis by Save the Children reveals that attacks on schools have been since then continuing out the spotlight and highlights the violence that schoolchildren and teachers face across Nigeria.
