Resources

This report presents findings from the first phase of research in Pakistan, with a specific focus on Balochistan province. 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.

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 Colombia.

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 Jordan.

This resource contains 100 gender responsive play-based learning activities to make children feel happy and promote learning and development for all boys and girls and adults who play.

This UNICEF working paper discusses education solutions for migrant and displaced children and their host communities.

This report identified gaps in the evidence, particularly on the role of CVA in increasing equity and inclusion of the most marginalised children in EiE, which has informed the central focus of this research.

In order to continue advancing inclusive education, World Vision and Mercy Corps with the support of the No Lost Generation (NLG) initiative, conducted a behavioral barrier analysis among more than 250 Jordanian and Syrian parents of children with disabilities in the host community and camp settings.

This webinar shared the ongoing work being done by the INEE to review the INEE Minimum Standards (INEE MS) with a gender and disability inclusion lens; using the INEE MS to implement inclusive education programming in emergency contexts; and sharing INEE IETT and members’ suggestions for how to make the INEE MS more applicable for inclusive education programs in emergency contexts in the future.

The PSS-SEL Collaborative is pleased to share an orientation session on the MHPSS Minimum Service Package.

The WASH Project Model (PM) is a set of evidence-based practices in the three principal domains of WASH intervention: water, sanitation and hygiene. Over the years, these interventions have proven to be effective for the implementation of programmes that are impactful, scalable and sustainable across a variety of contexts where World Vision works (primarily in rural Area Programme settings).

In this webinar, teachers and Education in Emergencies actors working in Myanmar, East Africa, and the Middle East shared their reflections on the challenges and opportunities of teacher management policies and practices in crisis contexts. Through a moderated discussion, these actors came together to share good practice, lessons learned, and opportunities for change.

This document was produced in response to a request from the UNICEF Libya team that was submitted to the EdTech Hub Helpdesk in October 2021. The UNICEF Libya team requested that the EdTech Hub Helpdesk team contribute to the co-creation of an agreed upon roadmap for distance learning in Libya.

This event marked the launch of a special issue of the Journal on Education in Emergencies which provides a snapshot of the strategies and tools being developed and used to understand the status of wellbeing and psychosocial support in humanitarian contexts and the effectiveness of EiE programming that incorporates PSS and SEL principles.

The purpose of this guide, Condensing a Curriculum for Accelerated Education: An A to Z Guide, is to help Ministries of Education (MoE), development partners, and implementing organisations develop a comprehensive AE curriculum—a curriculum that prioritises and condenses primary level knowledge and skills—to guide and support teaching and learning in AEPs.

As part of NRC BLP Program, an assessment has been conducted, in Burkina Faso, Niger and Mali aiming to measure promoters and barriers for learning before and after interventions.

This webinar celebrated the first 1,000 members of our Community of Practice launched in June 2021 and shed light on how INEE members are making use of it and how they can best benefit from it.

The framework provides guidance for humanitarian workers on the key actions and considerations to apply when developing or implementing programming to prevent harm to children in humanitarian settings at the population-level. It highlights guiding principles and specific actions to take within each of the five steps of the program management cycle for effective primary prevention efforts. Supporting resources and practical tools are linked within each step.

The present study set out to identify, document and promote innovative ways to boost the transition from primary to secondary education among refugee youth, with a strong emphasis on adolescent girls of secondary school age, through case studies conducted in four countries: Egypt, Ethiopia, Malaysia and Uganda.

This report brings together a collection of 45 case studies that were initially published on the OECD and World Bank websites that document a variety of examples of what education stakeholders did to allow academic learning to continue during the first wave of school closures during COVID-19.

In 2021, EM2030 and its partners, looked at how to strengthen the equitable and coordinated provision of education for girls and women in Kenya and Burkina Faso. The result was research and advocacy that aimed to make the education systems of both countries more data-driven and gender-responsive. This report details the experiences, findings, and recommendations encapsulated in our work.

This report highlights key areas associated with funding for child protection in humanitarian crises, including both cluster and refugee responses in 2020.

This paper aims to explore the ways which expertise is covertly racialized in the contemporary humanitarian aid sector. The research suggests that embedded under the contemporary professional structure of the liberal humanitarian space is a covert power hierarchy fueled by perceptions of expertise and competency along racial lines—particularly around one’s whiteness.

The seven Resource Packs are designed to support government officials and staff in national and international agencies tasked with designing and implementing effective remote learning opportunities for children in development and humanitarian contexts as well as strengthening existing remote learning programmes.

This open, self-paced course was designed by teachers for teachers, especially those working with refugee and vulnerable learners around the world. It is intended to provide an overview of key terminology, concepts, and practices related to asset (or strength) based pedagogies.

This open, self-paced course was designed with a team of teachers working with refugee and vulnerable learners in Niger. It is intended to provide an overview of key terminology, concepts, and practices related to social-emotional learning and psychosocial support.

Using the latest available data, the publication covers more than 60 indicators of child well-being – from nutrition and health, to access to water and sanitation, protection from violence and exploitation, and education. The report also includes the first-ever global and regional estimates of children with disabilities.

Benchmark values define countries’ nationally determined contributions to the common education goal, using a concept embraced by the climate change sector. They enable the monitoring of progress to be context-specific, recognizing countries’ starting points and education sector plans, helping link their national education agendas with regional and global agendas. In 2021, two in three countries committed to 2025 and 2030 target values for at least some of the benchmark indicators.

Study created by Jessica Lobos—INEE member—as her final research report in the framework of the MA in Educational Planning, Economics, and International Development of University College London (UCL).

This policy brief provides a general framework for crises and highlights the contribution of delivery approaches

This e-module was co-developed by The Alliance and INEE to promote integration and collaboration across Education in Emergencies and Child Protection sectors. This multi-agency training module outlines how Education and Child Protection actors can work together more systematically, based on complementarity, to support children’s well-being in humanitarian contexts. 

In this report, we summarize the results of Phase I: the existing evidence on education interventions implemented in forced displacement contexts.

Despite a surge in educational partnerships, the EiE community has yet to develop guiding principles on how organizations might approach partnerships so that they result in effective and ethical practices, leading to improvements for students in crisis settings. This policy brief aims to address this gap by proposing five intersecting guiding principles for promising partnership practices in EiE.

This guide provides recommendations to country-based Education Cluster and EiE WG coordination teams for aligning EiE response with national education sector plans in support of humanitarian–development coherence and includes a strong focus on Climate Change mitigation and adaptation to Disaster Risk Reduction.

An inclusive, youth-centered sex ed curriculum focused on gender equity, healthy relationships, & safer sex practices.

A digital toolkit including free lesson plans, courses and videos to make teaching as fun and engaging as learning should be. 

Fundamentals is aimed at people beginning their career in the humanitarian sector or for those transitioning from the development sector. It is also aimed at individuals who have never received formal training on the essentials of humanitarian action, or for those wishing to ‘refresh’ their knowledge. 

Authors Ha Yeon Kim, Kalina Gjicali, Zezhen Wu, and Carly Tubbs Dolan report on the psychometric soundness of TOOLSEL, an instrument for teachers to use to assess students’ social, emotional, behavioral, and cognitive competencies. They share lessons for its use in the field, based on their experience validating it among 3,361 Syrian refugee youth living in Lebanon.

Authors Moses Olayemi, Melissa Tucker, Mamour Choul, Tom Purekal, Arlene Benitez, Wendy Wheaton, and Jennifer DeBoer collaborated with NGOs and educators to determine the core wellbeing and resilience domains for evaluating a PSS intervention and key local nuances. Their efforts resulted in an instrument that the authors found to be relevant among a sample of students and teachers in South Sudan.

Authors Fernanda Soares, Nina Menezes Cunha, and Paul Frisoli discuss how they created a new tool for measuring teachers’ emotion regulation, perceived stress, emotional exhaustion, and self-efficacy and adapted it to the Salvadoran context. A psychometric factor analysis of data from a sample of 1,659 teachers indicate evidence of the tool’s validity.

Authors Lina María González Ballesteros, José M. Flores, Ana María Ortiz Hoyos, Amalia Londoño Tobón, Sascha Hein, Felipe Bolívar Rincon, Oscar Gómez, and Liliana Angélica Ponguta highlight the impact of an innovative skills-building and psychotherapy program. They show that it improved resiliency among parents and caregivers in 14 municipalities most affected by the armed conflict in Colombia.

Taking a family systems approach, authors Raija-Leena Punamäki, Kirsi Peltonen, Marwan Diab, and Samir R Qouta find that child-parent attachment, parenting styles, and sibling relationships may mediate the perceived benefit of a group therapy program among a sample of children from 325 Palestinian families. They base their findings on family-type data and self-reported PTSD and mental health data.

Authors Shanna Kohn, Kim Foulds, Charlotte Cole, Mackenzie Matthews, and Laila Hussein argue for the need to take a participatory, trauma-informed approach to creating SEL educational media for children affected by the Syrian refugee crisis. They reflect on the collaborative research and consultations that led to Sesame’s Ahlan Simsim production and associated direct support services.

In developing and testing a new instrument, Sergiy Bogdanov and his coauthors offer evidence suggesting that family support, optimism, persistence, health, and social networking are key local concepts for understanding resilience among youth in Eastern Ukraine who experienced the adverse effects of armed conflict.

Arguing the practicality of group-based psychotherapy approaches for humanitarian settings, authors Gloria A. Pedersen, Manaswi Sangraula, Pragya Shrestha, Pooja Lakshmin, Alison Schafer, Renasha Ghimire, Nagendra P. Luitel, Mark J. D. Jordans, and Brandon A. Kohrt describe GroupACT, an observational tool for assessing facilitators’ capacity to provide effective and safe group sessions.

In her review of Can Big Bird Fight Terrorism? Children’s Television and Globalized Multicultural Education by Naomi A. Moland, Kate Lapham reflects on the contradictions and pitfalls facing educational media in highly divided societies.

In her review of the NISSEM Global Briefs, edited by Andy Smart, Margaret Sinclair, Aaron Benavot, Jean Bernard, Colette Chabbott, S. Garnett Russell, and James Williams, Solfrid Raknes points to the practical lessons the book’s contributing authors provide for incorporating SEL principles into classroom practice and education research.

In this commentary, authors Rebecca Winthrop and Helen Shwe Hadani reflect on the social and psychological toll the COVID-19 pandemic has taken on students, including those in high-income countries, as school closures deprive children of opportunities to play and form vital early relationships with classmates and teachers.

This special issue of JEiE contributes to the evidence for the need to incorporate PSS and SEL programming into EiE responses. It presents examples of the progress being made toward developing, validating, and using new, culturally relevant tools for measuring mental health and wellbeing among students experiencing crisis and conflict, and the teachers, parents, and caregivers who support them.

Ragnhild Dybdahl and James Williams, the lead editors for this special issue of JEiE, elaborate on the aims of the issue, its key messages, and the contributions made by the many authors of JEiE Volume 7, Number 2.

Noting the dearth of robust tools for assessing SEL skills in low-resource and crisis settings, authors Nikhit D’Sa and Allyson Krupar developed a cost-free, open-source measure of self-concept, stress management, perseverance, empathy, and conflict resolution. The measure showed reliability and strong internal consistency in a validation study among 620 Syrian children living in Iraq.