The Real Assets through Improved Skills and Education for adolescent girls aims to increase realization of rights to education and skills for work and life among adolescent girls and young women and men in the rural province of Western Samar, Philippines. It targets adolescent girls, young women and men who are out of school or in school but at risk of dropping out of school. Because all project activities were originally planned to be face-to-face, the project had to make adaptations with the overall goal of ensuring safety of teachers/learners, supporting continuity of learning, and protecting girls.
This book attempts to contribute to the development of operational strategies for change in education that will help prepare students for the future, while addressing the impact of the COVID-19 pandemic and making education systems more resilient to future disruption.
The surge in armed violence across the West and Central Africa region, in Burkina Faso, Cameroon, Central African Republic, Mali, Niger and Nigeria, is having a devastating impact on children’s survival, education, protection and development.
To stem learning loss, the Ministry of Education (MoE) launched Darsak, a free distance learning digital platform which provides students from grades 1-12 with instructional lessons through video clips and is organized and scheduled according to the Jordanian curriculum.
We set out to investigate the existing and potential use cases of open-source, modular ‘building blocks’ to build digital platforms for education in sub-Saharan Africa (SSA). Building blocks fall into two main categories: teaching and learning (e.g., learning management systems) and education system management (e.g., data collection tools).
This article explores one continuing professional development (CPD) programme in South Africa to promote social cohesion (SC) in schools and classrooms. Drawing upon the experiences of ten teachers who attended this programme, the article analyses the ways in which this programme capacitated them to become active agents of transformation and change.
We hope this scan and analysis can serve as an ongoing resource to those in the humanitarian sector and beyond. We hope it will provoke their thinking about what possibilities exist to serve their learning and education challenges, and how trends in the sector are moving toward or away from the kinds of solutions they might need for their work.
As the third annual roundtable on refugee education, the event brought together global education stakeholders from diverse perspectives and geographic locations, including donors, practitioners, and beneficiaries of EdTech programmes in refugee settings.
The NEAT+ is a project-level screening tool, specifically designed for situations of displacement, which combines environmental data with site-specific and activity-based questions to automatically analyze and flag priority environmental risks.
The United Nations Disability Inclusion Strategy provides the foundation for sustainable and transformative progress on disability inclusion through all pillars of the work of the United Nations.
Corporal punishment is the most common form of violence against children and most likely to be experienced in early life, causing injury and death to thousands of young children every year, as well as numerous other impacts to physical and mental health, relationships, and lifelong wellbeing.
This edition of Early Childhood Matters is dedicated to examining the many ways that climate change and early childhood intersect. In 34 articles, we hear from leading policymakers, researchers, educators, urban planners and activists from around the world, about how to both develop ecological resilience and improve well-being in the early years.
Remote Learning Readiness Index measures countries’ readiness to deliver remote learning in response to disruption of in-person learning. The index is composed of three domains: households, government’s policy response capacity, and emergency preparedness of the national education sector.
This White Paper, created for anyone interested in improving education outcomes, responds to discussions with policymakers, practitioners, and researchers. It draws on a thorough 12-month analysis of 45 organisations and 80 interviews with education sector leaders including ministers, academics, knowledge actors, NGOs, international organisations leaders and practitioners.
This Toolkit was developed to support UNICEF programmes and operations to become more accessible for all and facilitate better dialogue with partners, including OPDs on accessible construction.
This paper examines opportunities for, and limits to, protecting higher education from attack in Gaza. It presents a framework for categorising protection measures and empirically explores the effectiveness of measures to protect higher education from attack in Gaza since 2007.
The one-hour, interactive webinar provided an introduction and overview of the new training materials on gender and education. Presentations will include information on the development process and ways to use the training materials.
In this webinar, teachers and Education in Emergencies actors working in Kenya, Lebanon, El Salvador, and Sierra Leone will share their reflections on the challenges and opportunities of supporting teacher well-being in crisis contexts.
This toolkit aims to contribute to educators’ and education unionists’ skills and baseline knowledge in this regard. This toolkit is meant to be neither comprehensive nor prescriptive. Instead, it builds on existing research, analyses of needs and constraints, and best practices. The most it hopes to achieve is to serve as a stepping stone for developing context- and user-specific plans for CCE-focused advocacy.
The INEE Gender Training Manual orients education practitioners to the INEE Guidance Note on Gender: Gender Equality in and through Education (2019). The training manual outlines 4-8 hours of training activities and materials related to gender-responsive education in emergencies.
