Resources

This second webinar brought together Dr. Danielle Falk (International Rescue Committee), Dr. Mary Mendenhall (Teachers College, Columbia University), and Mading Peter Angong (Education Action in Crisis) to share their ongoing research with teachers working amidst conflict, crisis, and forced displacement.

During this webinar, panelists presented five new psychometric measurement tools recently published in the INEE Measurement Library.

This paper focuses on the transition to the next 1000 days of the life course, describes why this developmental period matters, identifies the environments of care, risks, and protective factors that shape children's development, estimates the number of children who receive adequate nurturing care, and examines whether current interventions are meeting children's needs.

This briefing paper argues that the risks and impacts of climate change are critical to consider within any effort to prevent, mitigate, or respond to attacks on education. In the face of these converging crises, states should act urgently to protect education in the context of climate change.

This document will highlight efforts to: 1) Understand the inclusion of children with disabilities in education during emergencies in the Central African Republic, and 2) Identify children with disabilities at risk of exclusion from education programming in Cox’s Bazar, Bangladesh. 

This virtual event provided an overview of the Inclusive Distance Education Toolkit, Disability-inclusive Education in Emergencies report, and other resources. Attendees got the chance to meet IEWG members and co-chairs, and INEE’s IE Coordinator, and have the opportunity to ask questions related to the resources and work of INEE’s IEWG.

The Teacher Wellbeing (TWB) tool was developed and used to evaluate the impact of tutoring program for low-performing children in northeastern Nigeria.

This report identifies concerning trends for the safety and wellbeing of children living in areas impacted by conflict. The last three decades have seen a staggering rise in the number of children living under the shadow of war, as well as an increase in heinous attacks committed against children. There is an urgent need for action to end what is too often a war on children.

Entitled Lead for learning, this report argues that, in pursuing specific goals, education leaders are more than just managers. They are change agents, who need the time, trust and support to focus on setting a vision and developing the people they serve and work with. The report calls for investment in and empowerment of school and system leaders. There should be fair hiring processes and growth opportunities that recognize the full scope of leaders’ roles. Moreover, leadership works best when it is shared, empowering others to lead as they can within their roles.

We draw on the case of Colombia, which signed a peace agreement in 2016 after more than five decades of armed conflict and massive internal displacement, to analyze how transitional justice processes are incorporated within the education system.

This research examines the enabling environments for effective implementation of MHPSS interventions delivered in education settings in humanitarian contexts, with specific focus on the NRC’s Better Learning Programme implemented in Kenya and Colombia. This report synthesizes learning from the full research in each of the two countries, emphasizing both the role and value of MHPSS in education programming, as well as the specific perceptions of impact and implementation of the intervention by various education stakeholders.

Based on a literature review of disability inclusive education in emergencies guidance, the key tools listed are designed to signpost frontline staff to key resources to support development of that particular area of education. The suggested resources are intended to be accessible and easy-to-use by specialists and non-specialists alike

This NORRAG Special Issue 10 explores the critical role of education in shaping a more just and equitable world. Contributors from diverse backgrounds offer innovative perspectives on how education can be transformed to address the pressing social, economic, political, and ecological crisis and challenges of our time.

A staggering 400 million students globally experienced school closures from extreme weather since 2022, with climate change disproportionately impacting those boys and girls who are displaced or affected by conflicts, violence and other humanitarian crises. The challenge is clear, and so are many of the solutions. Specific actions to undertake are set out here.

This first UCL ERICC webinar brings together the three ERICC British Academy Bilateral Chairs, joined by Discussant Professor Simone Datzberger, to introduce their ongoing work in three conflict-affected settings — Cox's Bazar - Bangladesh, Iraq and Lebanon — and promote dialogue and synergy between ongoing ERICC research in these contexts and more widely across and beyond the seven ERICC Consortium's focal countries.

Information transmission and connectivity is crucial in the Pacific, a region characterized by high geographic dispersion. While the application of ICT in education has significant potentials, it is hindered by the region's limited and costly infrastructure. This edition accompanies the 2023 Global Education Monitoring Report, which acknowledges technology as a useful tool but invites the education community to question on whose terms it is deployed.

The WorkLinks Skills and Values Assessment (WLSVA) Tool has been validated as a credible and reliable tool to measure individual- and group-level change over time among youth and young adults in soft skills, earning skills, and certain civic values.

The Teacher Classroom Observation (TCO) Tool was developed to evaluate teacher practice and classroom quality in low- and middle-income countries including conflict and crisis-affected contexts.

The Social and Emotional Competency Assessment (SECA) Tool was adapted in the Kenyan context to assess four of the seven competencies of the Kenya Competency Based Curriculum.

The Organizational Capacity for Community-based Problem-solving (Org-CapCPS) Tool was developed and used in Rwanda to assess the capacity of refugee-led organizations to engage in and support community problem-solving.

In honor of World Mental Health Day, the INEE PSS-SEL Working Group held a special webinar focused on the wellbeing of EiE practitioners. This event was aligned with the World Health Organization’s 2024 Mental Health Day theme, “It’s time to prioritize mental health in the workplace."

The Play to Learn project is making program materials, media content, research, and technical resources used during the project freely available on the Play to Learn Resource Hub. Materials in the Resource Hub provide rich examples from multiple countries, offer tangible strategies and tips for other practitioners, and highlight the experiences of service providers throughout the six years of the project. 

This policy brief provides an overview of the educational sector in Lebanon immediately prior to the escalation of Israel’s aggression in the autumn of 2024. Establishing a baseline for the conditions in the sector is essential for assessing the expected significant impacts on education in Lebanon. By evaluating the educational landscape just before the escalation of Israel’s aggression, this brief will help in formulating strategic and targeted interventions in educational policy and practice for both the immediate crisis and its protracted impacts while also considering the pre-existing challenges in Lebanon’s education sector.

This compendium of resources was created by team members participating in the Holistic Languages Pedagogies  Project at the Center for Professional Learning at Childhood Education International between July and October 2024. The project brought together English language educators from Ukraine and the United States to learn about and apply holistic language pedagogies together in a virtual community of practice.

This guidance document details the processes and outcomes of the Quality Holistic Professional Learning in Lebanon  Project, which involved over 1,100 teachers across Lebanon and established more than 30 Communities of Practice in all eight of the country’s governorates.

This study’s overall research objective was to understand the effects of current hiring, training and evaluation policies and practices on TCTs’ motivation to work and their perceptions of teacher management policies, system practices and working conditions in Jordan. This brief focuses on the outcomes of the qualitative components.

This study’s overall research objective was to understand the effects of current hiring, training and evaluation policies and practices on TCTs’ motivation to work and their perceptions of teacher management policies, system practices and working conditions in Jordan. This technical brief focuses on the quantitative findings.

The study investigated teaching and learning practices in madrasas, the knowledge and skills imparted through various branches of the madrasa curriculum, and student assessment processes. The primary objective is to explore potential collaborations between madrasas and humanitarian education providers to improve the quality of education.

This policy brief highlights findings from the ERICC formative research study titled ‘Access and continuity of quality education for older adolescent boys and girls in the refugee camp and host community of Cox’s Bazar’.

This policy brief draws from the findings of a comprehensive Education Research in Conflict and Protracted Crisis (ERICC) research study titled “Formative research on system coherence for quality and effective delivery of the Myanmar Curriculum in Cox’s Bazar”

This policy brief synthesises findings from a forthcoming review of effectiveness research on education interventions in conflict and protracted crisis settings.

To promote evidence-based educational policies, interventions and directions for education aid, and development in NW Syria, the ERICC programme focuses on gathering, analysing and producing contextually relevant education research. In this initial phase, we review the existing research evidence published in academic journals and reports produced by organisations and research centres that examine the policy and local levels of the education system in NW Syria.

This evidence brief provides a summary of challenges and ways to improve EiE data systems. It draws on findings from a comprehensive evidence review based on a review of more than 400 peer-reviewed articles and grey literature as well as seven country-level case studies of data systems in Syria, Jordan, Lebanon, South Sudan, Nigeria, Bangladesh and Myanmar.

This technical brief draws on a Research Agenda working paper for education in conflict and crisis in South Sudan. Through a comprehensive ‘country scan’ process – involving an evidence review, mapping exercises, key informant interviews and key stakeholder meetings – evidence gaps in education within the conflict-affected and protracted crisis context of South Sudan have been identified.

The study presented here applied systems thinking to the context of Jordan to assess the wider factors and potential misalignments affecting teacher management in the country.

The ERICC Research Programme Consortium has developed a systematic conceptual framework to translate individual studies into an interconnected body of knowledge on effective educational practices in conflict contexts. Through this framework, we aim to synthesise the existing body of knowledge and build a systematic knowledge base that is comprehensive, context-sensitive and actionable for educational interventions and policy changes.

This report presents evidence-based analyses of the immediate and enduring effects of educational disruption, drawing from existing data and interviews with children, young people, teachers, counsellors and experienced officials on the ground. It offers a series of recommendations for all actors, including UN agencies, international community and donors and the Occupied Palestinian Territory authorities, to support efforts at resuming equitable and quality teaching and learning in Gaza

The review recommends a multifaceted approach to improving teacher management that is assets-based, to recognise teachers’ inherent knowledge and skills, and prioritise their perspectives and experiences in policymaking.

The dimensions represent key categories to consider when seeking to understand the settings affected by conflict and crisis, and serve as a heuristic tool to describe the contextual setting of conflict and crisis for research studies.

Drawing on a detailed review of data systems in NW Syria (DSNWS) conducted by the ERICC research team, this policy brief highlights the key challenges around data systems in Northwest Syria (NW Syria) and makes policy recommendations to education stakeholders in the region

The study is based on key informant interviews (KIIs) with key stakeholders who have knowledge of the education data systems in NW Syria. This paper presents findings on the current education data systems and explores what types and quality of data they collect. It identifies challenges affecting the data systems from three angles, namely, context, outputs and processes, in addition to suggesting policy options.

This policy brief outlines the extent to which the 2019 Kaduna State Teacher Recruitment, Deployment and Retention Policy has been implemented as intended. It highlights the factors that enabled or hindered the implementation process and provides recommendations for policymakers seeking to improve teacher management processes in Northeast Nigeria and other conflict-affected settings

This policy brief is based on the “Data Systems Report,” which explores Lebanon’s education data systems, focusing on data collection related to access, quality and continuity of education, especially in conflict and crisis. The study for that report maps critical stakeholders, highlighting roles and responsibilities.

This brief draws on a working paper that reviews existing evidence and knowledge on the education sector in Lebanon, plus consultations with key stakeholders. It summarises the conditions in the education system, the methodology used to formulate the research agenda, and eight priority themes the ERICC team will focus on in the Lebanese context.

The primary purpose of the study was to pinpoint incoherences within the teacher management system, which serves significant refugee populations as well as Jordanian nationals, and to highlight possible solutions and ways forward to address misalignments that can compromise the quality, effectiveness, and efficiency of the education system

This report undertakes a mapping and analysis of Lebanon’s education data systems, focusing on understanding and documenting what data are collected on access, quality and continuity, particularly in contexts of conflict and protracted crisis. Emphasising the pivotal role of data systems in governance and policy decisions, the study utilises a methodology involving a desk review and conversations with primary data sources. The report provides an overview of Lebanon's existing data systems, including key issues such as data types, key stakeholders, data collection frequency, data-sharing and identified data gaps.

This guidance is intended to be a practical tool for country-based Education Cluster and Working Groups to take steps, appropriate to their context, towards achieving the Humanitarian Development Nexus.

Based on an evidence review, the Centre for Lebanese Studies formulated a research agenda for education in the context of conflict and protracted crises in Lebanon. Based on a review of existing evidence and knowledge as well as consultations with stakeholders in the education sector, the paper focuses on micro and macro levels of educational processes by engaging with pre-existing conditions, drivers of learning and development, and outcomes.

This paper presents a proposed Research Agenda for education in conflict and crisis in South Sudan. Through a comprehensive ‘country scan’ process guided by the ERICC programme – involving an evidence review, mapping exercises, key informant interviews and key stakeholder meetings – evidence gaps in education within the conflict-affected and protracted crisis context of South Sudan have been identified.

This policy brief summarises the findings, implications and recommendations of research conducted in Madagali Local Government Area in northern Adamawa State. A comprehensive evidence review was conducted to identify evidence gaps, complemented by extensive consultations with federal and local stakeholders in Nigeria to understand the educational context in Adamawa and draw out recommendations. Further research will inform the design of interventions to improve the provision of basic education in the State.