Resources

Using the Foundations for All (FFA) project as a frame for broader discussions of minimal computing, this paper expores education for displaced populations in Uganda and the role technology has in that education.

The policy brief describes the substantive, methodological and geographic scope of existing evidence on refugee student access to national education systems (NES). It then presents findings about six global-, regional- and national-level enabling factors and constraints for refugee student access to NES.

In this module, we will explore: What disability inclusion means and why inclusive education is important; Concrete actions Education partners can take to promote Disability Inclusion in their EiE response; What role Cluster/EiE Working Groups teams can play to better integrate Disability Inclusion in EiE programming.

This course covers children’s participation in Education Cluster coordination – what it is, why it is important, and how to do it safely, ethically, practically, and simply across all stages of the Humanitarian Programme Cycle (HPC).

This course covers Gender and Gender Based Violence (GBV) Risk Mitigation integration in Education Cluster coordination and response – what it is, why it is important, and how to do it across all stages of the Humanitarian Programme Cycle (HPC).  It includes many good practices and practical examples of what Education Clusters and other Education in Emergencies (EiE) actors are doing in many contexts to enhance girls’ and other at-risk groups’ safe access to education and to mitigate risks of GBV in the education response.

This course covers Mental Health and Psychosocial Support (MHPSS) in Education Cluster coordination. It clarifies that MHPSS requires multi-sectoral coordination within the humanitarian cluster system and explains why it is important for the Education Cluster to collaborate with other clusters, area of responsibilities and MHPSS Technical working groups. It helps Education Cluster Coordinators identify ways for collaboration on MHPSS, to improve the quality of the Education response across all stages of the Humanitarian Programme Cycle.

This course was created to support cluster and area of responsibility coordination teams to increase their understanding of localisation in humanitarian coordination. It offers practical examples of how localisation practices have been implemented in Cluster and Area of Responsibility globally and at the country level, along with tips for overcoming barriers that might hinder localisation efforts. It gives humanitarian practitioners access to resources and suggestions for advancing localisation in humanitarian coordination.

The UNESCO AI competency framework for students aims to help educators in this integration, outlining 12 competencies across four dimensions: Human-centred mindset, Ethics of AI, AI techniques and applications, and AI system design. These competencies span three progression levels: Understand, Apply, and Create. The framework details curricular goals and domain-specific pedagogical methodologies.

Palestinian students have faced significant challenges in accessing quality and safe education for decades. However, the escalation of violence following the events of October 7th have exacerbated this education crisis to unprecedented levels. In Gaza, the war has nearly destroyed the education system, preventing almost all learning. Children in the West Bank, including East Jerusalem, have faced increasing violence and restrictions since October 7th too, worsening existing challenges and creating new barriers for all 782,000 students. 10 months into this crisis, the threats to the right to education for Palestinian students have never been so serious.

The 2024 UNHCR Refugee Education Report draws on data from more than 65 countries worldwide to provide the most detailed picture yet of the state of refugee education and enrolment. The report reflects on the 2030 Refugee Education Strategy (launched in 2019) and where notable progress has been made as well as areas where greater investment and enhanced collaboration are needed to meet the strategic objectives of the Strategy.

During this event, INEE introduced its new strategic framework, Collective Impact through Collective Action: INEE Strategic Framework 2024-2030, reflected on where it is as a network, and discussed where INEE is going under the new framework

This report analyses pre and post-7 October MHPSS needs in Gaza, the drivers of needs, and MHPSS resources and coping capacities, highlighting the specific needs of people of different genders and ages, people with disabilities, healthcare workers, and detained Palestinians.

This document outlined areas for alignment with the global and national architecture, key issues for consideration, and concepts and approaches related to the pledge development process. The pledging framework encouraged stakeholders to align their commitments with host country policies, the Transforming Education Summit Calls to Action, and the Sustainable Development Goals.

The AI competency framework for teachers addresses this gap by defining the knowledge, skills, and values teachers must master in the age of AI. Developed with principles of protecting teachers’ rights, enhancing human agency, and promoting sustainability, the publication outlines 15 competencies across five dimensions

INEE and GADRRRES held a webinar on protecting and empowering learners, educators, and the systems that support them.

This report provides an in-depth analysis of the knowledge production landscape in the field of refugee education, critically exploring how it continues to be shaped by colonial legacies and dominated by global north (GN) perspectives.

This document provides an overview of the psychosocial consequences of virus outbreaks, with a focus on mpox, and outlines key considerations for MHPSS programming.

This Strategic Framework is INEE’s multi-year strategy that guides all INEE’s work and results from 2024 through 2030. It empowers the network to continue to play an effective role in the fulfillment of the right to education for all, outlines INEE’s role and added value in the EiE sector, articulates INEE’s theory of change, and sets ambitious, achievable outcomes for members to pursue together.

This report documents the ongoing impact of the war in Ukraine on children’s education and mental health, based on comprehensive research conducted by Save the Children in 2023 and 2024.  This research included over 1,000 surveys of children and parents, a survey of 460 teachers, key informant interviews, and focus groups across five geographical clusters, including the regions most affected by the war.

In this study, I seek to understand how families participate in refugee children’s education in displacement. Drawing on interviews with 16 refugee parents and caregivers living in Kakuma Refugee Camp, Kenya, I find that caregivers actively engage in their children’s schooling.