A report summarizing the key learnings and recommendations from the Reconstructing Children’s Rights Institute – an online institute about dismantling colonialism, racism, and patriarchy in international development and humanitarian efforts.
This evidence brief compiles emerging insights on the association between women school leaders and education outcomes. It also seeks to draw attention to the low representation of women in school leadership roles and the barriers that hinder women's access to these positions.
This webinar looked at current trends on Secondary Education and launched a dedicated page on the INEE website that will collate relevant resources on this topic; created with the support of the Secondary Education Working Group. A particular focus of the webinar was the main findings of the “Evidence on Learning Outcomes for Adolescents in Fragile Contexts: A Landscape Analysis”.
This study explores effective mental health and psychosocial support (MHPSS) programming integrated within education in emergencies (EiE). Core actions developed through a participatory consultation with multisectoral actors are outlined to address the common challenges and barriers associated with MHPSS programming in emergency education.
This article presents the contribution of ALiVE to the global SEL conversation, specifically on the ‘why’ and ‘how to’ in contextualizing SEL in varied global contexts.
Humanity & Inclusion just released a short animated video, illustrating what we mean by inclusive education and what are the key steps to remove barriers and ensure that children with disabilities access and thrive in educatio
The CST consists of nine group sessions and three individual home visits, and focuses on training the caregiver on how to use everyday play and home activities and routines as opportunities for enhanced interaction and participation, development and learning.
The vision of the Secondary Education Working Group (SEWG) is a world in which all crisis-affected young people have equitable access to quality, inclusive, and relevant secondary education, which they can complete in safety.
This review provides an overview of the evidence base on learning outcomes for adolescents in contexts of fragility, crisis and emergencies – with a focus on adolescent girls and adolescents with disabilities (AwD). While the evidence base at the secondary level is relatively small, effective interventions echo best practices and lessons from the broader education literature.
This Policy Brief details how Education International and the Tanzania Teacher Union managed to train pre-primary education teachers in Tanzania to a Diploma academic qualification without a study leave through the project “Developing Educators, Improving Early Learning in Rural Tanzania”.
The aim of this review is to elucidate the characteristics of school-based mental health and psychosocial support (MHPSS) interventions in humanitarian contexts and the hypothesised mechanisms by which they influence well-being or learning outcomes.
The micro-credential helps educators recognize the role of social and emotional learning (SEL) and psychosocial support (PSS) in their classroom. Furthermore, it assists educators in adapting existing SEL/PSS tools to meet the unique needs of their learners and their education context.
This webinar focused on findings from a study that the Accelerated Education Working Group conducted in DRC, South Sudan, Tanzania, and Uganda, where multi-year education projects are being funded by the European Commission’s Directorate-General for International Cooperation and Development under its Building Resilience in Conflict through Education initiative.
INEE's Teachers in Crisis Contexts (TiCC) Collaborative is pleased to share the recording of this webinar during which school leaders and Education in Emergencies actors working across contexts such as Colombia, Kenya, and Tanzania shared their reflections on the challenges and opportunities of school leadership policies and practices in crisis contexts.
The publication of the latest issue of JEiE comes during an era of compounding crises that have spurred massive displacement and learning loss on a global scale. The authors who contributed to this issue offer actionable, freely available evidence from their work in EiE contexts across five continents to inform more effective educational interventions for vulnerable learners.
This document supports USAID’s staff and partners working in the education sector to integrate lesbian, gay, bisexual, transgender, queer and intersex (LGBTQI+) considerations into programming and across the Program Cycle.
The Reference Group on Girls’ Education in Emergencies is pleased to share the recording of a webinar launching the new Charlevoix funding dashboard! The Charlevoix Funding Dashboard aims to promote transparency and accountability towards the commitments made by G7 countries and funding partners towards the Charlevoix Declaration on Quality Education.
This report focuses on Accelerated Education (AE) in DRC, South Sudan, Tanzania and Uganda, where BRICE funded partners provided AE to conflict-affected children. AE is a crucial intervention for over-age, out-of-school children and youth aged 10-18 years.
Feminist activists across the globe are working arduously to champion education demands and to advocate for a future that prioritises financing for girls' secondary education, particularly in crisis contexts. We consulted with 94 girls, from four countries (Kenya, Palestine, Sierra Leone and Trinidad and Tobago), through 8 consultations.
The INEE Advocacy Toolkit aims to make it easier and faster for INEE members to find the tools they need to strengthen their vital work. It pulls together resources from across the education, humanitarian, and development sectors and presents them as clear, concise lists.
This brief summarizes the challenges that prevent access to post-secondary opportunities and highlights programs and people that are increasing refugee participation.
This study aimed to complement the migrants and refugees MSNA by providing up-to-date information on education and child protection needs of refugee and migrant children in Libya.
We are pleased to share with you the recording of a webinar on sharing the lessons learned during COVID-19 and the preparedness agenda for a university.
22 March 2022
Training Material
International Task Force on Teachers for Education 2030, United Nations Educational, Scientific and Cultural Organziation (UNESCO), UNESCO International Institute for Education Planning (UNESCO-IIEP)
This module aims to highlight the importance of crisis-sensitive teacher policies, in order to increase the resilience of education systems, ensuring education stakeholders are better able to prepare for and respond to crises.
This technical note broadly defines the scope of services that the social service workforce, if sufficiently resourced and supported, could provide working in or with schools. It also outlines the multi-agency child protection services in or linked to schools that governments and ministries of education should support in order to uphold children’s right to learning and protection from violence.
This issue of JEiE presents empirical research, theory-building, and cutting-edge field notes that are organically driven by the priorities of EiE researchers and practitioners.
Author Augustino Ting Mayai examines the effects the civil war in South Sudan had on primary school enrollment during the first four years of the conflict. He argues that cumulative lost school years among students in war-affected communities in South Sudan pose long-term socioeconomic consequences, such as the stymied development of human capital.
In a study of 7,191 Syrian children, authors Grace Anyaegbu, Caroline Carney, Holly-Jane Howell, Alaa Zaza, and Abdulkader Alaeddin report lower literacy levels among children with one cognitive or psychosocial difficulty (as determined by the Washington Group Questions). Children with two or more such difficulties were less likely to progress as far on an eight-milestone literacy pathway.
Reflecting on the feasibility of ed tech solutions for out-of-school children, authors Jasmine S. Turner, Karine Taha, Nisreen Ibrahim, Koen I. Neijenhuijs, Eyad Hallak, Kate Radford, Hester Stubbé-Alberts, Thomas de Hoop, Mark J.D. Jordans, and Felicity L. Brown report significant effects on numeracy and self-esteem among 390 children in Lebanon who took part in a digital game-based intervention.
Authors Maria Paulina Arango-Fernández and Stephanie Simmons Zuilkowski share insights from 20 Colombian ex-combatants engaged in TVET. They find that some forms of TVET may support social cohesion while other forms reinforce exclusion, but few TVET experiences addressed ex-combatants’ feelings of stigmatization. They recommend pairing TVET with economic support to encourage reintegration.
Authors Liliana Angélica Ponguta, Kathryn Moore, Divina Varghese, Sascha Hein, Angela Ng, Aseel Fawaz Alzaghoul, Maria Angélica Benavides Camacho, Karishma Sethi, and Majd Al-Soleiti uncover root causes behind low ECD access in EiE settings: low prioritization across sectors, little systematic mapping of the institutional and programmatic landscape, and limited consensus on strategic advocacy.
Calling on readers to reflect on the power of youth as agents for peace, author Mieke T. A. Lopes Cardozo brings together an education rights framework with a framework for sustainable peacebuilding in EiE contexts to advance a new notion of the role of education that transgresses current models for students’ participation in tackling big issues, such as climate change and social justice.
Authors Elizabeth Buckner, Daniel Shephard, and Anne Smiley examine how EiE professionals use data and what makes data “useful” to them. While global-level actors emphasized strategic data uses and local-level actors, operational uses, respondents at all levels elaborated on nontechnical factors (e.g., the politics of data) that influence the availability and perceived usefulness of EiE data.
Highlighting the potential of community-driven nonformal education models to reach displaced students, author Maryam Jillani examines the innovative community mobilization and capacity-building approach that Creative Associates International adopted to provide access to education for more than 80,000 learners in northern Nigeria.
Writing prior to the Taliban takeover of Afghanistan in 2021, authors Susan Ayari, Agatha J. van Ginkel, Janet Shriberg, Benjamin Gauley, and Sarah Maniates reflect on the partnership between Afghan Children Read and the Afghanistan Ministry of Education to integrate SEL principles into early grade reading curricula for students and into preservice and in-service training for teachers.
Paul O’Keeffe interviews Dieu Merci Luundo, the founder of Vijana Twaweza Youth Club, an internationally recognized, award-winning program Luundo founded to combat climate change and poor nutrition in Kakuma refugee camp. He describes the organization’s accomplishments, growth, and basis in sustainable development and permaculture.
In her review of Making Refuge: Somali Bantu Refugees and Lewiston, Maine, by Catherine Besteman, Kelsey A. Dalrymple underscores for EiE audiences what Besteman writes about the role refugee communities’ histories, values surrounding education, and past cruel and othering experiences in schools play in their resettlement, identity formation, and cultural change.
In her review of Those We Throw Away Are Diamonds: A Refugee’s Search for Home by Mondiant Dogon, with Jenna Krajeski, Elisabeth King shows how Dogon’s first-person account of his life calls into question popular misconceptions about forced migration and refugee life. King says the book is a powerful reminder of why EiE practitioners engage in this work, and of the work that remains.
In this editorial note, JEiE Editor-in-Chief Dana Burde and Senior Managing Editor Heddy Lahmann introduce the key themes, trends, and novel contributions to evidence on education in emergencies offered in JEiE Volume 8, Number 1.
Key facts on mental health in emergencies, and how nearly all people affected by emergencies will experience some form of psychological distress, which for most people will improve over time.
We are pleased to share the recording of this webinar on what works to support girls’ access to education in emergencies within the Bangladesh context.
This toolkit aims to be the go-to resource for localisation across a range of clusters and humanitarian coordination structures, with tools relevant to a wide range of practitioners.
This case study highlights some of the effects of violence on education in Palestine between January 2019 and September 2021, based on an analysis of Occupied Palestinian Territory (oPt) Education Cluster data.
Under the Accelerating Change for Children’s and Youths’ Education through Systems Strengthening (ACCESS) research project—led by the University of Auckland in partnership with the AEWG and funded by Dubai Cares under E-Cubed—this report presents findings from the first phase of research in Nigeria.
This case study highlights some of the effects of violence on education in Palestine between January 2019 and September 2021, based on an analysis of Occupied Palestinian Territory (oPt) Education Cluster data. This case study also highlights how oPt Education Cluster partners utilized data on attacks on education for a timely and holistic response to such attacks.
This report presents findings from the first phase of research in Uganda based on an extensive review of data and documentation from existing AE and NFE programming in the country, a thorough review of national education policies and legislative frameworks, and interviews with key informants.
