This webinar introduced the update process of the INEE Minimum Standards, including rationale, scope, vision, and approach. In addition, the webinar covered the different ways individuals and organizations can participate, key actions, and a timeline.
This briefing paper aims to identify the tensions and dilemmas that Oxfam faces when programming across the nexus and sets out new policy to address these dilemmas, building upon Oxfam’s 2019 discussion paper on the triple nexus.
This paper outlines the real-life day-to-day challenges young IDPs experience when seeking access to quality education, which is fundamental to their healthy development and future life chances.
This webinar will highlight the real-life day-to-day challenges young IDPs experience when seeking access to quality education, which is fundamental to their healthy development and future life chances.
This report leverages the technology of U Report to ask 26,375 people, including 8,764 young people (aged 14 – 24 years), about their aspirations to learn and earn, and the unique barriers they face – as a girl, or as a refugee, trying to access the labour market with or without legal status.
INEE & The Alliance have organised this webinar to discuss their recent Position Paper outlining the rationale behind cross-sector collaboration and suggests a way forward for implementation of joint and integrated programmes. This webinar will highlight the key findings and see how the recommendations can be applied in practice.
Higher education in refugee contexts has emerged in recent years as a key humanitarian-development solution. This article charts the process of developing the refugee management team and highlights 6 of their successes to date.
This guidance note has been developed to support efforts to strengthen the meaningful participation, representation, and leadership of local and national humanitarian actors (L/NAs) within IASC humanitarian coordination structures.
Edvise ME understands that Plan International, Relief International and War Child seek to better understand the experience of refugees and vulnerable populations enrolled in K-12 distance/online education offered by formal, non-formal and informal education providers in camps and host communities in order to inform their interventions and better plan for future projects.
This webinar introduced the AEWG Accelerated Education workshop and materials looking at the purpose, who the workshop is aimed at, structure, content and how it can be applied in your own country context. Panelists from Nigeria and DRC then presented their views and experience of the workshop and share progress made in AE in both countries.
This report summarizes the impact of the COVID-19 disruptions on early childhood development in countries across East Asia and the Pacific in terms of the five dimensions of the Nurturing Care Framework. It proposes priorities for stakeholders and policy-makers towards achieving the fourth Sustainable Development Goal, which is inclusive and equitable in nature.
The Nine Basic Requirements serve to ensure quality child participation in ‘all processes in which a child or children are heard and participate’. They help us improve quality across our global programmes, advocacy and campaigns. Further they help ensure children’s voices are heard and respected and they hold us to account as the world's leading independent organisation for children.
The Handbook on Remedial Education provides important notes for educators, and practical advice from the World Vision experience. The handbook also provides examples, lessons learned from the field, practical advice and encouragement from World Vision's remedial education educators.
This research shines a light on the impact of the pandemic on adolescents’ education in low and middle-income countries by bringing together quantitative and qualitative data to help understand how adolescents, and particularly adolescent girls, have or have not been able to continue their education over the last year.
This study delves into the lessons learned from these diverse experiences in preventing risk situations from getting out of control and contributing to making the school an insecure place.
This Operational Guidance on Breastfeeding Counselling in Emergencies (OG-BFC/E) is a pragmatic guide which covers key considerations and potential adaptations when applying WHO’s 2018 guidelines in an emergency setting.
In the INEE 2020 Annual Report, you will find a comprehensive summary of the network’s many activities and accomplishments, which are organized by INEE’s four strategic priorities and six primary functions: community building, convening, knowledge management, amplifying and advocating, facilitating and learning, and providing.
INEE is excited to build on its multi-part webinar series from the USAID Middle East Education Research, Training, and Support (MEERS) program, implemented by Social Impact and FHI 360, entitled “The 4Ws of Education in Emergencies (EiE) Data: Who has What data? Where can I find it? And Why is this so complicated?”
The I Support My Friends resource kit has been developed to give facilitators a comprehensive package of tools and resources to best equip children and adolescents in safe and effective peer support, together with adult mentors. It provides guidance and tools for preparing, designing, and implementing trainings with children and adolescents in how to support a friend in distress. The resource kit also includes guidance for appropriate adult supervision to ensure the physical and emotional safety of child and adolescent helpers and the friends they support.
The second edition of SolidariTEa, Transform Education’s zine, welcomes you into our queer school. Published to celebrate LGBT history month, it features amazing works of 10 young feminists.
