This mental health in schools training package, developed by the WHO Regional Office for the Eastern Mediterranean, will enable educators to better support the mental health needs of their students and to take practical steps that are implementable in school settings.
This guide will support field level staff to ensure that all children have access to safe learning opportunities that meet their individual needs. It outlines the barriers to learning that the most marginalised have access to safe learning opportunities that meet their individual needs.
This report reviews the emerging evidence on remote learning throughout the global school closures during the COVID-19 pandemic. Its goal is to help guide decision-makers to build more effective, sustainable remote learning systems for current and future crises.
This White Paper, created for anyone interested in improving education outcomes, responds to discussions with policymakers, practitioners, and researchers. It draws on a thorough 12-month analysis of 45 organisations and 80 interviews with Ministers of Education and their officials, academics, knowledge actors, education practitioners, and leaders and experts from International and Non-Governmental Organisations.
This booklet provides handy tips and ways you can help your child develop literacy and numeracy skills. It provides fun, inexpensive, accessible and practical activities you can do with your child at home.
In this paper we evaluate the effectiveness of live tutoring calls from teachers, using a randomized controlled trial with 4,399 primary school students in Sierra Leone. Tutoring calls increased engagement in educational activity but had no effect on mathematics or language test scores, for girls or boys.
This first output of the Teacher Wellbeing Toolkit comprises a tools & resources mapping and a gap analysis report, building on the existing body of work by collecting existing resources, tools, and policy or advocacy documents that address teacher wellbeing in emergency settings.
The E-Cubed Research Fund aims to strengthen the evidence base in EiE, by supporting contextually relevant and usable research, and disseminating global public goods. The following provides analytics on proposals received between 2017-2020.
In October 2020, INEE and Dubai Cares engaged the INEE Network in a survey on evidence gaps in light of COVID-19. The survey was disseminated and accessible in all five of INEE’s working languages (English, Arabic, French, Spanish, Portuguese). Data were collected over a three-week period via SurveyMonkey. This report details the survey response.
This document highlights key Education Monitoring Indicators, such as data on resources allocated for education and how these resources have changed over the years. Region specific indicators are included, as they highlight regional differences in education.
The overall study follows a qualitative research approach with the motivation to understand the perceptions of education experts regarding the effectiveness of remote and remedial learning programs implemented in their respective countries
The purpose of this toolkit is to provide practical guidance (tools, examples, and resources) for designing a comprehensive distance learning strategy that covers an entire education sector or system.
This report provides an overview of how digital technologies are being used to support youth’s transition from school to work, ‘learning to earning’, in displaced and host communities.
This chapter analyzes the under-explored issue of medium of instruction for refugees, focusing on South Sudanese refugees in Uganda and Burundian refugees in Tanzania as illustrative cases through which to explore language dynamics.
This module provides teachers with an introduction to teacher wellbeing, enabling them to explain it's importance, identifying signs of stress and applying techniques to support their own wellbeing.
This module provides teachers with an introduction to pyschosocial support and social emotional learning - enabling them to recognise pyschosocial needs and social emotional wellbeing, and respond using strategies to support students' wellbeing.
The COVID-19 pandemic and resulting closure of South Sudan’s schools in March 2020 exacerbated many of the challenges female learners face in pursuing an education. Research found that increased poverty, domestic care work, early and forced marriage, and teenage pregnancy would make it difficult for female learners to return to schools when they reopened in May 2021.
This report presents evidence relating to two main types of emergencies affecting education: natural disasters and communicable disease, and political conflicts. This review found that emergencies impact education in two main ways: endangering children’s wellbeing, and magnifying disparities in learning outcomes.
This analysis of the impact of remote learning is based on new and existing sources of data. The research team carried out a literature review; collected information from ministries of education (MoEs) through a questionnaire; organised focus groups with school principals and teachers, representatives of civil society organisations and other stakeholders; and interviewed representatives of organisations including parent teacher associations and student councils.
The Minimum Quality Standards and Indicators for Community Engagement are meant to serve as a guide for stakeholders to establish an enabling CE environment, in which community engagement is intentional, structured and at the core of sustainable development progress.
To safeguard progress made on girls’ education, ensure girls’ learning continuity during school closures, and promote girls’ safe return to schools once these reopen, UNESCO and members of the Global Education Coalition’s Gender Flagship scale up efforts in the #LearningNeverStops campaign, focusing on ‘keeping girls in the picture’.
The objectives of this webinar are to 1) share testimonies and case studies on inclusive education projects for children with disabilities implemented during the pandemic; and 2) share more about INEE’s Inclusive Education Task Team members and our work with the wider INEE community.
Drawing on an extensive literature review and numerous key informant interviews with practitioners and policymakers, the report examines the tenets of good teacher professional development (TPD) in humanitarian and development contexts, discusses the challenges to implementing good TPD, and highlights the key actors who influence teachers’ work.
In this webinar, members of the AEWG presented the new Monitoring & Evaluation toolkit. The purpose of the toolkit is to support the design and implementation of M&E Frameworks for accelerated education programmes (AEP) in order to support learning and accountability.
Drawing on the results of a review of forced displacement research centres based in the global South and interviews with the directors of these centres, this article encourages a shift from focusing on research partnerships to an approach that supports the localization of knowledge production in refugee and forced migration studies.
This webinar introduced the update process of the INEE Minimum Standards, including rationale, scope, vision, and approach. In addition, the webinar covered the different ways individuals and organizations can participate, key actions, and a timeline.
This briefing paper aims to identify the tensions and dilemmas that Oxfam faces when programming across the nexus and sets out new policy to address these dilemmas, building upon Oxfam’s 2019 discussion paper on the triple nexus.
This paper outlines the real-life day-to-day challenges young IDPs experience when seeking access to quality education, which is fundamental to their healthy development and future life chances.
This webinar will highlight the real-life day-to-day challenges young IDPs experience when seeking access to quality education, which is fundamental to their healthy development and future life chances.
This report leverages the technology of U Report to ask 26,375 people, including 8,764 young people (aged 14 – 24 years), about their aspirations to learn and earn, and the unique barriers they face – as a girl, or as a refugee, trying to access the labour market with or without legal status.
INEE & The Alliance have organised this webinar to discuss their recent Position Paper outlining the rationale behind cross-sector collaboration and suggests a way forward for implementation of joint and integrated programmes. This webinar will highlight the key findings and see how the recommendations can be applied in practice.
Higher education in refugee contexts has emerged in recent years as a key humanitarian-development solution. This article charts the process of developing the refugee management team and highlights 6 of their successes to date.
This guidance note has been developed to support efforts to strengthen the meaningful participation, representation, and leadership of local and national humanitarian actors (L/NAs) within IASC humanitarian coordination structures.
Edvise ME understands that Plan International, Relief International and War Child seek to better understand the experience of refugees and vulnerable populations enrolled in K-12 distance/online education offered by formal, non-formal and informal education providers in camps and host communities in order to inform their interventions and better plan for future projects.
This webinar introduced the AEWG Accelerated Education workshop and materials looking at the purpose, who the workshop is aimed at, structure, content and how it can be applied in your own country context. Panelists from Nigeria and DRC then presented their views and experience of the workshop and share progress made in AE in both countries.
This report summarizes the impact of the COVID-19 disruptions on early childhood development in countries across East Asia and the Pacific in terms of the five dimensions of the Nurturing Care Framework. It proposes priorities for stakeholders and policy-makers towards achieving the fourth Sustainable Development Goal, which is inclusive and equitable in nature.
The Nine Basic Requirements serve to ensure quality child participation in ‘all processes in which a child or children are heard and participate’. They help us improve quality across our global programmes, advocacy and campaigns. Further they help ensure children’s voices are heard and respected and they hold us to account as the world's leading independent organisation for children.
The Handbook on Remedial Education provides important notes for educators, and practical advice from the World Vision experience. The handbook also provides examples, lessons learned from the field, practical advice and encouragement from World Vision's remedial education educators.
This research shines a light on the impact of the pandemic on adolescents’ education in low and middle-income countries by bringing together quantitative and qualitative data to help understand how adolescents, and particularly adolescent girls, have or have not been able to continue their education over the last year.
This study delves into the lessons learned from these diverse experiences in preventing risk situations from getting out of control and contributing to making the school an insecure place.
This Operational Guidance on Breastfeeding Counselling in Emergencies (OG-BFC/E) is a pragmatic guide which covers key considerations and potential adaptations when applying WHO’s 2018 guidelines in an emergency setting.
In the INEE 2020 Annual Report, you will find a comprehensive summary of the network’s many activities and accomplishments, which are organized by INEE’s four strategic priorities and six primary functions: community building, convening, knowledge management, amplifying and advocating, facilitating and learning, and providing.
INEE is excited to build on its multi-part webinar series from the USAID Middle East Education Research, Training, and Support (MEERS) program, implemented by Social Impact and FHI 360, entitled “The 4Ws of Education in Emergencies (EiE) Data: Who has What data? Where can I find it? And Why is this so complicated?”
The I Support My Friends resource kit has been developed to give facilitators a comprehensive package of tools and resources to best equip children and adolescents in safe and effective peer support, together with adult mentors. It provides guidance and tools for preparing, designing, and implementing trainings with children and adolescents in how to support a friend in distress. The resource kit also includes guidance for appropriate adult supervision to ensure the physical and emotional safety of child and adolescent helpers and the friends they support.
The second edition of SolidariTEa, Transform Education’s zine, welcomes you into our queer school. Published to celebrate LGBT history month, it features amazing works of 10 young feminists.
The ADAPT guidance was developed using systematic review methods, qualitative interviews, extensive consultation, and formal consensus methods. It provides a framework and step-by-step guidance for working with stakeholders, selecting suitable interventions, undertaking adaptations, making decisions on evaluation and implementation, and reporting adapted interventions.
This special issue of JEiE contributes to a small but growing body of research evidence and lessons from programming implementation about early childhood development (ECD) in emergencies and humanitarian contexts.
In this Editorial Note, lead editors Sweta Shah and Joan Lombardi introduce the key themes, trends, and novel contributions to evidence on ECD in emergencies offered in JEiE Volume 7, Number 1.
