Resources

Faced with the under-prioritisation and underfunding of education in emergencies, members of the Geneva Global Hub for Education in Emergencies (EiE Hub) have come together to issue a statement which outlines why education should be a priority from the first day of a crisis. 

Due to the current level of hostilities and insecurity, as well as the restrictions on providing meaningful follow-up support to children, it is not possible to conduct research meaningfully and responsibly on the same scale. However, given the concerns over the expected decline to children’s mental health and their ability to cope, Save the Children is presenting insights to its previous research.

This technical note proposes a two-part geospatial methodology for assessing risks related to natural hazards and the interaction between these and other factors (including local norms and laws on education), in order to better plan the location of schools using multi-criteria decision analysis (MCDA) techniques.

Drawing from a decade of experience in developing gamified Math content for Grade 1 – 3 learners in seven countries, Can’t Wait To Learn (CWTL) has now designed a full maths programme that can be used in the classroom with a level of standards that are flexible and adaptable to different curricula around the world.

The training provides educators with the knowledge, skills and motivation to support their students’ mental health and wellbeing using play-based strategies.

This Case Study highlights the leadership of the Education in Emergencies Working Group (EiE WG) in Nigeria in monitoring and advocating for increased government-earmarked funding for education, particularly for girls’ safe access to education, including gender-targeted and GBV risk mitigation interventions.

The Democratic Republic of Congo (DRC) example shows how the Education Cluster leveraged OCHA’s strategic commitment to cross-cutting issues to increase Gender / GBV risk mitigation measures integration and enhance Education in Emergencies (EiE) response monitoring.

This learning brief provides tips on how to capitalize on enabling factors, bridge gaps, overcome challenges and adapt good practices to other contexts in collaboration with Gender and GBV experts. 

This event convened multiple panelists involved in MHPSS. The webinar aimed to foster a safe space to hold a conversation around the unprecedented MHPSS situation in Gaza and catalyze efforts to address the mental health and psychosocial needs of the population affected by the war. The webinar featured local voices and representatives from UNRWA, UNICEF, the Education Cluster, Creative Associates International, among others.

Today we dive into the field of education in emergencies, highlighting its entanglements with colonialism, empire, and racial capitalism. My guest is Jess Oddy.

The report draws on the successes of the Ahlan Simsim initiative reaching millions of children and caregivers across the Middle East with the support they need to learn, grow and thrive. Experts involved with Ahlan Simsim have outlined crucial learnings and recommendations for what it takes to deliver innovative solutions in the most complex settings and to sustain impact for children.

The Core Humanitarian Standard on Quality and Accountability (CHS) sets out nine commitments to ensure that organisations support people and communities affected by crisis and vulnerability in ways that respect their rights and dignity and promote their primary role in finding solutions to the crises they face.

This event brought together experts to engage in dialogue on data needs in education in conflict and crisis education, as data issues play a crucial role in driving evidence-based educational decision-making and the design of policies and programs in response to the needs of children in these settings.

The first edition of the new biennial Teacher Task Force and UNESCO Global Report on Teachers focuses on the global teacher shortage that hinders the achievement of SDG4 and the Education 2030 agenda.

This report provides an overview of what the International Committee of the Red Cross (ICRC) does to protect and ensure safe access to education in places affected by armed conflict and other violence.

Setting SDG 4 benchmarks is a novel process. It has involved countries specifying their contribution to the achievement of the global targets based on their national plans and policies. This report focuses on the benchmark indicator on qualified and trained teachers. Globally

Strategies and technologies for transitioning from face-to-face teaching to online environments.

Our insights into data availability and use come from managing the Humanitarian Data Exchange, an open platform for finding and sharing data across crises and organizations. This report contains details on the data available for each location, category and sub-category covered in the Data Grids as of 31 December 2023

The UNESCO Institute for Statistics has released a new data browser for Sustainable Development Goal 4 (SDG 4) data. The browser allows users to view data and metadata from 2000 to 2023 in easy-to-navigate dashboards.

The Alliance calls for urgent action and investment in three critical areas in 2024: 1) Invest in the Child Protection Workforce — it is the key asset to protect children in crises, 2) Prioritise preventing harm while continuing the response to urgent needs, and 3) Join us - Every actor across the humanitarian system has a role to play in protecting children.