Resources

This webinar shared the ongoing work being done by the INEE to review the INEE Minimum Standards (INEE MS) with a gender and disability inclusion lens; using the INEE MS to implement inclusive education programming in emergency contexts; and sharing INEE IETT and members’ suggestions for how to make the INEE MS more applicable for inclusive education programs in emergency contexts in the future.

The PSS-SEL Collaborative is pleased to share an orientation session on the MHPSS Minimum Service Package.

The WASH Project Model (PM) is a set of evidence-based practices in the three principal domains of WASH intervention: water, sanitation and hygiene. Over the years, these interventions have proven to be effective for the implementation of programmes that are impactful, scalable and sustainable across a variety of contexts where World Vision works (primarily in rural Area Programme settings).

In this webinar, teachers and Education in Emergencies actors working in Myanmar, East Africa, and the Middle East shared their reflections on the challenges and opportunities of teacher management policies and practices in crisis contexts. Through a moderated discussion, these actors came together to share good practice, lessons learned, and opportunities for change.

This document was produced in response to a request from the UNICEF Libya team that was submitted to the EdTech Hub Helpdesk in October 2021. The UNICEF Libya team requested that the EdTech Hub Helpdesk team contribute to the co-creation of an agreed upon roadmap for distance learning in Libya.

This event marked the launch of a special issue of the Journal on Education in Emergencies which provides a snapshot of the strategies and tools being developed and used to understand the status of wellbeing and psychosocial support in humanitarian contexts and the effectiveness of EiE programming that incorporates PSS and SEL principles.

The purpose of this guide, Condensing a Curriculum for Accelerated Education: An A to Z Guide, is to help Ministries of Education (MoE), development partners, and implementing organisations develop a comprehensive AE curriculum—a curriculum that prioritises and condenses primary level knowledge and skills—to guide and support teaching and learning in AEPs.

As part of NRC BLP Program, an assessment has been conducted, in Burkina Faso, Niger and Mali aiming to measure promoters and barriers for learning before and after interventions.

This webinar celebrated the first 1,000 members of our Community of Practice launched in June 2021 and shed light on how INEE members are making use of it and how they can best benefit from it.

The framework provides guidance for humanitarian workers on the key actions and considerations to apply when developing or implementing programming to prevent harm to children in humanitarian settings at the population-level. It highlights guiding principles and specific actions to take within each of the five steps of the program management cycle for effective primary prevention efforts. Supporting resources and practical tools are linked within each step.

The present study set out to identify, document and promote innovative ways to boost the transition from primary to secondary education among refugee youth, with a strong emphasis on adolescent girls of secondary school age, through case studies conducted in four countries: Egypt, Ethiopia, Malaysia and Uganda.

This report brings together a collection of 45 case studies that were initially published on the OECD and World Bank websites that document a variety of examples of what education stakeholders did to allow academic learning to continue during the first wave of school closures during COVID-19.

In 2021, EM2030 and its partners, looked at how to strengthen the equitable and coordinated provision of education for girls and women in Kenya and Burkina Faso. The result was research and advocacy that aimed to make the education systems of both countries more data-driven and gender-responsive. This report details the experiences, findings, and recommendations encapsulated in our work.

This report highlights key areas associated with funding for child protection in humanitarian crises, including both cluster and refugee responses in 2020.

This paper aims to explore the ways which expertise is covertly racialized in the contemporary humanitarian aid sector. The research suggests that embedded under the contemporary professional structure of the liberal humanitarian space is a covert power hierarchy fueled by perceptions of expertise and competency along racial lines—particularly around one’s whiteness.

The seven Resource Packs are designed to support government officials and staff in national and international agencies tasked with designing and implementing effective remote learning opportunities for children in development and humanitarian contexts as well as strengthening existing remote learning programmes.

This open, self-paced course was designed by teachers for teachers, especially those working with refugee and vulnerable learners around the world. It is intended to provide an overview of key terminology, concepts, and practices related to asset (or strength) based pedagogies.

This open, self-paced course was designed with a team of teachers working with refugee and vulnerable learners in Niger. It is intended to provide an overview of key terminology, concepts, and practices related to social-emotional learning and psychosocial support.

Using the latest available data, the publication covers more than 60 indicators of child well-being – from nutrition and health, to access to water and sanitation, protection from violence and exploitation, and education. The report also includes the first-ever global and regional estimates of children with disabilities.

Benchmark values define countries’ nationally determined contributions to the common education goal, using a concept embraced by the climate change sector. They enable the monitoring of progress to be context-specific, recognizing countries’ starting points and education sector plans, helping link their national education agendas with regional and global agendas. In 2021, two in three countries committed to 2025 and 2030 target values for at least some of the benchmark indicators.