Resources

The ECDI2030 captures the achievement of key developmental milestones by children between the ages of 24 and 59 months. Mothers or primary caregivers are asked 20 questions about the way their children behave in certain everyday situations, and the skills and knowledge they have acquired.

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 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.

This global toolkit supports the inclusion and strengthening of Early Childhood Education (ECE) in the context of Education Sector Planning (ESP) processes.

The manual provides trainers and facilitators with strategically selected materials that they can use to guide them in designing training programmes filled with knowledge and skills. The aim is to support teachers, enabling them to cope and to be well in various contexts of displacement, emergency or adversity.

While each organization is responsible for its own data management, humanitarians need common guidance to inform individual and collective action, and to uphold a high standard for data responsibility in all response contexts and in all phases of humanitarian action. This Operational Guidance on Data Responsibility in Humanitarian Action responds to this need.

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.

No recent reviews have been undertaken in relation to how social media and messaging apps can be used to effectively support education in low- and middle-income countries. In this scoping review, 43 documents were identified for inclusion, and three main thematic areas emerged: supporting student learning; teacher professional development; and supporting refugee education.

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. 

This paper examines and discusses refugees’ experiences with online higher education during COVID-19, a phenomenon which impacted millions of lives in displaced conditions.

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. 

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 

Drawing on a three-year case study of one faith-based school in Lebanon, this paper explores how one ordinary school in a refugee hostile transit country secured and protected the right to education for refugee children from Syria, within a significant broader context of multiple compounding crises.

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.