This first output of the Teacher Wellbeing Toolkit comprises a tools & resources mapping and a gap analysis report, building on the existing body of work by collecting existing resources, tools, and policy or advocacy documents that address teacher wellbeing in emergency settings.
The E-Cubed Research Fund aims to strengthen the evidence base in EiE, by supporting contextually relevant and usable research, and disseminating global public goods. The following provides analytics on proposals received between 2017-2020.
In October 2020, INEE and Dubai Cares engaged the INEE Network in a survey on evidence gaps in light of COVID-19. The survey was disseminated and accessible in all five of INEE’s working languages (English, Arabic, French, Spanish, Portuguese). Data were collected over a three-week period via SurveyMonkey. This report details the survey response.
This document highlights key Education Monitoring Indicators, such as data on resources allocated for education and how these resources have changed over the years. Region specific indicators are included, as they highlight regional differences in education.
The overall study follows a qualitative research approach with the motivation to understand the perceptions of education experts regarding the effectiveness of remote and remedial learning programs implemented in their respective countries
The purpose of this toolkit is to provide practical guidance (tools, examples, and resources) for designing a comprehensive distance learning strategy that covers an entire education sector or system.
This report provides an overview of how digital technologies are being used to support youth’s transition from school to work, ‘learning to earning’, in displaced and host communities.
This chapter analyzes the under-explored issue of medium of instruction for refugees, focusing on South Sudanese refugees in Uganda and Burundian refugees in Tanzania as illustrative cases through which to explore language dynamics.
This module provides teachers with an introduction to teacher wellbeing, enabling them to explain it's importance, identifying signs of stress and applying techniques to support their own wellbeing.
This module provides teachers with an introduction to pyschosocial support and social emotional learning - enabling them to recognise pyschosocial needs and social emotional wellbeing, and respond using strategies to support students' wellbeing.
The COVID-19 pandemic and resulting closure of South Sudan’s schools in March 2020 exacerbated many of the challenges female learners face in pursuing an education. Research found that increased poverty, domestic care work, early and forced marriage, and teenage pregnancy would make it difficult for female learners to return to schools when they reopened in May 2021.
This report presents evidence relating to two main types of emergencies affecting education: natural disasters and communicable disease, and political conflicts. This review found that emergencies impact education in two main ways: endangering children’s wellbeing, and magnifying disparities in learning outcomes.
This analysis of the impact of remote learning is based on new and existing sources of data. The research team carried out a literature review; collected information from ministries of education (MoEs) through a questionnaire; organised focus groups with school principals and teachers, representatives of civil society organisations and other stakeholders; and interviewed representatives of organisations including parent teacher associations and student councils.
The Minimum Quality Standards and Indicators for Community Engagement are meant to serve as a guide for stakeholders to establish an enabling CE environment, in which community engagement is intentional, structured and at the core of sustainable development progress.
To safeguard progress made on girls’ education, ensure girls’ learning continuity during school closures, and promote girls’ safe return to schools once these reopen, UNESCO and members of the Global Education Coalition’s Gender Flagship scale up efforts in the #LearningNeverStops campaign, focusing on ‘keeping girls in the picture’.
The objectives of this webinar are to 1) share testimonies and case studies on inclusive education projects for children with disabilities implemented during the pandemic; and 2) share more about INEE’s Inclusive Education Task Team members and our work with the wider INEE community.
Drawing on an extensive literature review and numerous key informant interviews with practitioners and policymakers, the report examines the tenets of good teacher professional development (TPD) in humanitarian and development contexts, discusses the challenges to implementing good TPD, and highlights the key actors who influence teachers’ work.
In this webinar, members of the AEWG presented the new Monitoring & Evaluation toolkit. The purpose of the toolkit is to support the design and implementation of M&E Frameworks for accelerated education programmes (AEP) in order to support learning and accountability.
Drawing on the results of a review of forced displacement research centres based in the global South and interviews with the directors of these centres, this article encourages a shift from focusing on research partnerships to an approach that supports the localization of knowledge production in refugee and forced migration studies.
