Resources

INEE and the Geneva Global Hub for Education in Emergencies held a launch of the INEE Minimum Standards for Education, 2024 Edition. This hybrid event took place at the Humanitarian Networks and Partnerships Weeks (HNPW) in Geneva.

This brief aims to serve as a guide for education professionals on how to integrate MHPSS into Education in Emergencies (EiE) programming. An overview of MHPSS activities that can be implemented in EiE contexts is provided below, in line with the MHPSS-MSP. 

The paper explores horizontal and vertical alignment within the education system in areas such as financing, curriculum, teacher training and measures of learning outcomes. The study brings attention to several critical issues: low normative commitment to education among humanitarian and federal-level government actors; suboptimal coordination between humanitarian and state-level government actors; ambiguous distribution of responsibilities within the government’s education sector; challenges in teacher recruitment and training; and gaps in data utilisation.

This policy brief presents a variety of examples of misalignment between key education sector actors with respect to the goals and outcomes of education in conflict-affected areas in Northeast Nigeria. It draws on the findings of a longer ERICC working paper based on key informant interviews conducted in 2022 by ODI and the Common Heritage Foundation alongside a broad literature review.

“Laws on Us” is the new landmark report by ILGA World, mapping laws affecting LGBTI communities across the world.

This document presents our current understanding of Anticipatory Action in Education and will be used as a starting point for discussion, planning and preparedness with country clusters and key partners through the GEC’s Task Team for Preparedness and Anticipatory Action.

INEE encourages practitioners to submit case studies highlighting the use of the INEE Minimum Standards in emergency preparedness, contingency planning, programming, policy-making and implementation, etc. This template is designed to guide the development of a case study.

This paper lays out four concrete ways in which governments can protect education systems from climate change so that their positive impacts on economic development, poverty alleviation, and social cohesion can be sustained and boosted.

INEE is inviting members and partners to organize their own launch events to help amplify the dissemination of the INEE Minimum Standards for Education, 2024 Edition. This partner launch package contains everything you will need to organize your own launch event including a presentation and organizer guidelines.

This short document summarizes the updates to the format, structure, and content of the INEE MS, 2024 Edition.

This package contains communications assets that INEE members, partners, and EiE stakeholders can use to promote the launch and dissemination of the INEE Minimum Standards for Education: Preparedness, Response, Recovery, 2024 Edition (INEE MS). 

This package was developed to support stakeholders in contextualizing the INEE Minimum Standards. It contains tools and guidelines to ensure that the process builds on lessons learned globally, is in line with best practices, and is in coordination with the INEE Secretariat.

The Minimum Standards map lays out all 19 Minimum Standards. It helps visualize the interconnectedness of the Standards.

Since 2004, the INEE MS have provided a framework for inclusive and equitable quality education. The purpose of the handbook is to improve the quality of education preparedness, response, and recovery; to increase access to safe and relevant learning opportunities; to ensure that the actors who provide these services are held accountable.

This MHPSS in Emergencies training aims to prepare MHPSS responders, disaster managers, and emergency team leaders for work in the field by building understanding of basic concepts of MHPSS in emergencies as well as planning and implementing PSS activities.

The present study aimed to investigate the perceptions of Greek pre-service teachers on refugee education during the COVID-19 pandemic. A questionnaire was addressed to 32 native university students (n = 32) who attended Education Departments in Western Macedonia in Greece.

The ECDiE Programming Guidance Note is a set of tools and resources to support the planning, design, implementation, and evaluation of quality, multi-sectoral, inclusive ECDiE interventions.

The brief below lays out the rationale for the disaggregation of data by protection status and the need for higher education data on refugees. It then provides a brief overview of the EMIS in Jordan and HIECON, and details the specific steps that were taken in Jordan to ensure that refugees were visible in both systems. The document concludes with a series of lessons learned in both of these processes.

INEE held a webinar on a new study from NORCAP, Lost Opportunity: Education for out-of-school youth in emergency and protracted crisis settings. 

This paper aims to provide an analytical framework to identify the most suitable locations for mobile classrooms for underserved communities, thereby mitigating the lack of access to equitable education for underserved communities