The Teacher Professional Development (TPD) package has been developed to provide support for teachers recruited to teach in refugee settlements and other emergency related education situations in Uganda.
This course is designed to provide UNICEF staff with foundational knowledge and skills relating to education in emergencies. The course was originally designed by ESARO, the content has been utilized and updated from existing content from EiE capacity development training (such as for Frontline Responders, INEE Minimum Standards, Risk-Informed Programming, and others) in a comprehensive manner.
The framework provides a blueprint to ensure that the ECW Secretariat realizes disability inclusion, both internally and through its investments and partnerships. Additionally it seeks to guide the systematization of ECW’s work on Disability Inclusion to ensure that the Fund can reach 10% of children with disabilities across its investment portfolio.
A report summarizing the key learnings and recommendations from the Reconstructing Children’s Rights Institute – an online institute about dismantling colonialism, racism, and patriarchy in international development and humanitarian efforts.
This evidence brief compiles emerging insights on the association between women school leaders and education outcomes. It also seeks to draw attention to the low representation of women in school leadership roles and the barriers that hinder women's access to these positions.
This webinar looked at current trends on Secondary Education and launched a dedicated page on the INEE website that will collate relevant resources on this topic; created with the support of the Secondary Education Working Group. A particular focus of the webinar was the main findings of the “Evidence on Learning Outcomes for Adolescents in Fragile Contexts: A Landscape Analysis”.
This study explores effective mental health and psychosocial support (MHPSS) programming integrated within education in emergencies (EiE). Core actions developed through a participatory consultation with multisectoral actors are outlined to address the common challenges and barriers associated with MHPSS programming in emergency education.
This article presents the contribution of ALiVE to the global SEL conversation, specifically on the ‘why’ and ‘how to’ in contextualizing SEL in varied global contexts.
Humanity & Inclusion just released a short animated video, illustrating what we mean by inclusive education and what are the key steps to remove barriers and ensure that children with disabilities access and thrive in educatio
The CST consists of nine group sessions and three individual home visits, and focuses on training the caregiver on how to use everyday play and home activities and routines as opportunities for enhanced interaction and participation, development and learning.
The vision of the Secondary Education Working Group (SEWG) is a world in which all crisis-affected young people have equitable access to quality, inclusive, and relevant secondary education, which they can complete in safety.
This review provides an overview of the evidence base on learning outcomes for adolescents in contexts of fragility, crisis and emergencies – with a focus on adolescent girls and adolescents with disabilities (AwD). While the evidence base at the secondary level is relatively small, effective interventions echo best practices and lessons from the broader education literature.
This Policy Brief details how Education International and the Tanzania Teacher Union managed to train pre-primary education teachers in Tanzania to a Diploma academic qualification without a study leave through the project “Developing Educators, Improving Early Learning in Rural Tanzania”.
The aim of this review is to elucidate the characteristics of school-based mental health and psychosocial support (MHPSS) interventions in humanitarian contexts and the hypothesised mechanisms by which they influence well-being or learning outcomes.
The micro-credential helps educators recognize the role of social and emotional learning (SEL) and psychosocial support (PSS) in their classroom. Furthermore, it assists educators in adapting existing SEL/PSS tools to meet the unique needs of their learners and their education context.
This webinar focused on findings from a study that the Accelerated Education Working Group conducted in DRC, South Sudan, Tanzania, and Uganda, where multi-year education projects are being funded by the European Commission’s Directorate-General for International Cooperation and Development under its Building Resilience in Conflict through Education initiative.
INEE's Teachers in Crisis Contexts (TiCC) Collaborative is pleased to share the recording of this webinar during which school leaders and Education in Emergencies actors working across contexts such as Colombia, Kenya, and Tanzania shared their reflections on the challenges and opportunities of school leadership policies and practices in crisis contexts.
The publication of the latest issue of JEiE comes during an era of compounding crises that have spurred massive displacement and learning loss on a global scale. The authors who contributed to this issue offer actionable, freely available evidence from their work in EiE contexts across five continents to inform more effective educational interventions for vulnerable learners.
