The first global report, jointly published by UNESCO and UNICEF, offers insights into global and regional ECCE trends. The report, which is a key response to the commitments outlined in the Tashkent Declaration, synthesizes scientific evidence on ECCE’s importance, and exposes persistence gaps in policy and investment. It illustrates how countries have responded to providing equitable and quality ECCE opportunities.
This paper explores how primary education for refugees can be improved: in terms of access, quality, finance, and policy. It explores successes achieved within different policy environments, ranging from contexts where refugee children have no access to national education systems to full inclusion where refugee children attend public schools with the same rights and financing as national children.
This timely analysis highlights persistent challenges and untapped opportunities, offering a guide to all those working to address the chronic underfunding of education in crisis contexts. The four persistent challenges explain why EiE continues to be underfunded and not prioritised as highly as other sectors. The three opportunities point a way forward to mobilise more funding for EiE.
This study, using the Inter-Agency Network for Education in Emergencies' five-domain framework, examines the educational standards provided to Rohingya refugees in Malaysia. The findings suggest that most learning centers lack financial, human, and infrastructural resources.
UNHCR's Global Trends report presents key statistical trends and the latest official statistics on refugees, asylum-seekers, internally displaced and stateless people worldwide. At the end of 2023, 117.3 million people worldwide were forcibly displaced as a result of persecution, conflict, violence, human rights violations and events seriously disturbing public order.
A global study of attacks on schools, universities, their students and staff, in 2022 and 2023. Attacks on education are frequent and widespread. From Palestine to Colombia, Democratic Republic of the Congo to Ukraine, students and teachers are killed, raped, and abducted, while schools and universities are bombed, burned down, and used for military purposes. In the 28 countries profiled in this report, at least ten attacks on education occurred over the past two years.
IndiKit aims to make monitoring and evaluation of relief and development interventions easier and better - by helping humanitarian and development workers to use well-formulated project indicators and to correctly collect and analyse the data required for each indicator.
In this workshop, participants learned how to localize INEE’s PSS-SEL resources and how to effectively adapt them for different contexts. The workshops were held in each of INEE’s working languages (Arabic, English, French, Portuguese, and Spanish).
The CFM-TV consists of 20 questions for school-aged children (5 to 17 years). The questionnaire is designed to identify difficulties in a number of functional domains — seeing, hearing, mobility, fine motor, communication/comprehension, learning, remembering, attention and concentrating, coping with change, controlling behaviour, relationships, and affect (anxiety and depression).
This study, led by Global TIES for Children at New York University, evaluates a 6-month early childhood development (ECD) program for fathers of 0-3 year olds in the Rohingya camps and surrounding host communities in Cox’s Bazar District, Bangladesh.
This study, led by Global TIES for Children at New York University, is a causal impact evaluation of a mass-media program delivering social-emotional learning (SEL) and math content to children via WhatsApp on the mobile phones of their caregivers.
During the Q&A session, participants learned about key updates to the format, structure, and content of the INEE MS, 2024 Edition. Afterward, participants had an opportunity to ask questions about the 2024 update process, the INEE MS, 2024 Edition, or anything else related to the INEE MS.
A regional workshop for Accelerated Education (AE) was held in Cali, Colombia from November 28 to 30, 2023. Its main goal was to strengthen the quality of AE policies and programs in the Latin America and Caribbean (LAC) region.
This workshop was developed by the Accelerated Education Working Group (AEWG) of the Inter-Agency Network for Education in Emergencies (INEE).in collaboration with the LAC Regional Education Working Group (REG-LAC) .
The workshop was an excellent example of collaboration and coordination among agencies. It was supported with funding from the European Civil Protection and Humanitarian Aid Operations (ECHO), the United Nations High Commissioner for Refugees (UNHCR), and the United States Agency for International Development (USAID). The venue for the workshop was provided free of charge by the Autonomous University of Cali (Colombia).
This report shows the main results of the workshop and the agreements reached.
This rapid literature review encompassing the following research questions:What evidence exists on the importance of investing in education, and tertiary education in particular, and how it can contribute to overall poverty reduction, social cohesion, and economic stability for both the host country and the global economy? What are the costs of inaction? What lessons learned and best practices could Jordan and the international community at large draw from the role tertiary education plays in improving social and economic outcomes for refugee youth?
CFC uses a family centered approach to respond to the most common emotional and social caregiving challenges and develops frontline workers’ skills to support caregivers increase their confidence, strengthen their stress management and self-care skills, and identify sources of support.
This brief provides an overview of the research, including research design, sampling, data collection tools, ethics, analysis, and lessons learned of the Education for Life: Well-being and Resilience in South Sudan and Uganda report.
Education Research in Conflict and Protracted Crisis (ERICC) is a global research and learning partnership that strives to transform education policy and practice in conflict and protracted crisis, through building a global hub for rigorous, context relevant and actionable evidence base.
These Guidelines intend to increase awareness and improve understanding of how racism manifests itself in educational materials and to provide guidance on how to counter this phenomenon.
