Resources

This paper provides an overview of secondary education in crisis contexts, highlighting the current issues, challenges, and thematic areas that help or hinder adolescents’ access to quality learning opportunities. It is an evidence-informed, analytical, and high-level summary of current debates and tensions in the field, and is intended to be read by government leaders, humanitarian sector policy makers, and practitioners to guide and support advocacy and decision-making processes

This paper proposes a seven-dimension framework to leverage potential entry points and address gaps within national education systems to strengthen the resilience and relevance of education to climate change and environmental degradation. It highlights opportunities for leveraging the role of education in wider climate change, disaster risk and environmental efforts.

The Joint Education and Child Protection Needs Assessment in Niger was implemented in the 36 schools selected as “centres de regroupement” by the Ministry of Education in the regions of Diffa, Maradi, Tahoua and Tillabéri, and the corresponding communities. 

The Education Research in Conflict and Protracted Crisis (ERICC) Research Programme Consortium is a global research and learning partnership that strives to transform education policy and practice in conflict and protracted crisis around the world, through building a global hub for rigorous, context-relevant and actionable evidence base. 

This paper proposes various actions, which have been adapted from the “Inter-Agency Toolkit: Preventing and responding to child labour in humanitarian action” and are structured around the INEE Minimum Standards.

In this paper, we reflect on the historical and ongoing legacies of (neo)colonialism and imperialism in education in emergencies (EiE) research and practice using collaborative auto-ethnography. Specifically, we explore how we’ve experienced hierarchies of power, positionality and privilege, and how we’ve benefited and/or been victims of this in the past.

Today we talk about Black Lives Matter and what it means for the field of comparative and international education. With me are Sharon Walker and Krystal Strong, who have recently co-edited with Derron Wallace, Arathi Sriprakash, Leon Tikly, and Crain Soudien, a special issue of Comparative Education Review entitled “Black Lives Matter and Global Struggles for Racial Justice in Education.”

Kolibri is specially designed to provide offline access to a curated and openly licensed educational content library. Available in dozens of languages, the Kolibri libraries are designed to support a well-rounded curriculum, including both formal educational materials--such as lessons and assessments--and exploratory materials, such as books, games, and simulations.

ALiVE and INEE hosted a webinar on the factors and community inputs that influence policy, practice and measurements of life skills and values in East Africa. 

This guidance introduces a conceptual framework for risk identification and reduction in contexts with attacks on education.  

This report presents an overview of the tool development and piloting process, as well as the results of the pilot analysis and final modifications to the tools. 

The purpose of this document is to provide guidance and support to the implementers of education interventions, partner governments, and funders of education reform as they consider research priorities and learning agendas to achieve SDG 4.

This report synthesizes existing literature on the impact, value and critical need for holistic approaches within education systems. It highlights the connectivity between holistic skills and academic achievement, overcoming adversity, and in improving societal and economic outcomes. 

Taking both this distressing context and children’s desire to return to the classroom into consideration, we have decided to analyse whether or not education in emergencies receives the attention it deserves in order to provide the response it needs. To do this, the funds contributed by the international community to this area in Ukraine have been analysed, particularly the Spanish contribution.

This brief analyzes why education is an urgent right in a context with growing humanitarian needs.

It is a strategic document for ECW Secretariat staff and First Emergency Response and Multi-year Resilience Programmes (MYRP) partners to design, implement, monitor and evaluate gender-equitable investments. It provides minimum standards for gender-responsive First Emergency Responses and gender-transformative MYRP investments and for gender integration across ECW's thematic priorities.

The purpose of the policy is to guide the Education Cannot Wait Secretariat to make Gender Equality and Empowerment of Women and Girls (GEEWG), in and through education in emergencies and protracted crisis, a core principle in all aspects of its work.

The language guide is divided into thematic sections, though many of the issues discussed intersect and some terms may be relevant to several categories. The guide is based on a set of Feminist Principles for Language Use and gives examples of how you can put these principles into practice in your writing and in day-to-day conversation.

This case study focuses on the school completion of girls in primary education in public schools at the ages of 6–14. The research focuses on the population at large for the school period of 2014–2018. Based on the data and using the pathways of the decision tree, the analysis found that the war led to decreased enrolment rates and completion rates

To better understand the use of EdTech interventions as part of the Covid-19 response, in late 2020, EdTech Hub commissioned ten small-scale research studies in five low- and middle-income countries (LMICs). This paper presents a summary and review of these studies to explore EdTech use in low-resource contexts during the Covid-19 pandemic and considers implications of its use in these contexts going forward.