In this Research Article, authors Jonathan Seiden, Valeria Kunz, Sara Dang, Matrika Sharma, and Sagar Gyawali provide quasi-experimental evidence of Save the Children’s ECD centers improving preacademic skills in children living in emergency contexts.
Authors Julie L. Drolet, Caroline McDonald-Harker, Nasreen Lalani, Sarah McGreer, Matthew R. G. Brown, and Peter H. Silverstone argue that ECD service delivery and infrastructure, critically inadequate in the months after wildfires devastated Fort McMurray, Alberta, are a vital part of disaster risk reduction and emergency preparedness.
In this Field Note, authors Katelin Swing Wilton, Aimée Vachon, Katie Maeve Murphy, Ayat Al Aqra, Abdullah Ensour, Iman Ibrahim, Anas Tahhan, Kayla Hoyer, and Christine Powell outline the International Rescue Committee’s experience adapting a home-visiting ECD intervention for refugees and internally displaced persons in Jordan, Lebanon, and Syria.
In this Field Note, Fabiola A. Lara examines how the rollout of Save the Children’s Toxic Stress Mitigation Model in El Salvador addressed the needs and wellbeing of caregivers, as well as those of children, and engaged fathers and grandfathers in children’s early development in innovative ways.
In this Field Note, authors Kim Foulds, Naureen Khan, Sneha Subramanian, and Ashraful Haque illustrate how Sesame Workshop brought affected populations to the table to plan the design and scope of an ECD intervention and offer a framework for involving recipients in planning humanitarian programming.
In this Field Note, authors Erum Mariam, Jahanara Ahmad, and Sarwat Sarah Sarwar argue that community participation in the design of ECD centers has led to the creation of learning spaces that foster a sense of belonging and cultural pride for displaced children in Cox’s Bazar, thus supporting their psychosocial wellbeing.
In this Field Note, author Samier Mansur discusses No Limit Generation’s innovative video training platform for aid workers, ECD professionals, educators, and caregivers, and suggests that the scale and accessibility technology-supported capacity-building is a sustainable way to support ECD in humanitarian settings.
In this Commentary, authors Saverio Bellizzi, Lori McDougall, Sheila Manji, and Ornella Lincetto discuss how growing recognition of the need for coordinated support for newborns in humanitarian settings led Save the Children, UNICEF, UNHCR, and WHO to develop a seminal mapping of actions to ensure that babies and mothers survive and thrive in emergency contexts.
In this Commentary, authors Bernadette Daelmans, Mahalakshmi Nair, Fahmy Hanna, Ornella Lincetto, Tarun Dua, and Xanthe Hunt bring attention to the cascading effects of caregivers’ mental health for children’s development and outline an agenda for interagency priority-setting and research to support mothers’ and newborns’ mental wellbeing.
In this Commentary, authors Xanthe Hunt, Theresa Betancourt, Laura Pacione, Mayada Elsabbagh, and Chiara Servili present the principles that should guide action to support children with developmental disorders and other disabilities and make recommendations for programming, policy, and future research.
In this review of Collaborative Cross-Cultural Research Methodologies in Early Care and Education Contexts, edited by Samara Madrid Akpovo, Mary Jane Moran, and Robyn Brookshire, Amy Jo Dowd highlights the practical lessons that this edited volume offers for conducting ECD research that is mindful of context, positionality, relationship, and reciprocity across cultures.
In this review of Early Childhood Development in Humanitarian Crises: South Sudanese Refugees in Uganda by Sweta Shah, Kate Schwartz highlights how Shah draws from a rich variety of disciplines, contexts, and frames to provide a comprehensive picture of ECD in humanitarian settings: its potential, its limitations, and its critical role for children living in crisis and conflict.
Marking the launch of JEiE’s special issue on early childhood development in emergencies, contributing authors, issue editors, and guest speakers will highlight efforts to address the needs of young children and families living in humanitarian situations, and what we have learned from these efforts.
The toolkit is a set of materials directed towards children, parents, caregivers and teachers in various settings, which promote psychosocial wellbeing and link with key life skills to strengthen social and emotional learning.
This programming and influencing package includes resources developed for programmes that aim to increase male engagement in nurturing care and early childhood development (ECD), as well as in maternal health and wellbeing.
The purpose of this webinar was to promote uptake of the Mind the Gap report and Closing the Gap policy paper. The webinar situated the report and policy paper in the broader gender and EiE landscape, including global commitments like the Charlevoix Declaration on Quality Education.
Theirworld believes that quality ECE can be delivered to every refugee child if teachers are equipped with the right knowledge and tools. Our report - Supporting Early Childhood Education Teachers in Refugee Settings - identifies four key ways that this can be achieved.
The year 2020 will be remembered as a year like no other. The COVID-19 pandemic has disrupted all facets of life, causing millions of deaths around the world and leading to human suffering, economic recession, restrictions on human mobility and severe limitations on daily life.
This 30-minute webinar highlighted the recent launch of the new INEE Community of Practice. The INEE team provided both motivation for participation in this novel space as well as practical advice about joining and using the Slack-based platform.
Standard operating procedures for emergencies and disasters for schools are an essential part of school disaster management policy. They are a set of written and required safety procedures to be known and followed by all school workers and students, in the event of disasters or emergencies.
UNICEF Bangladesh has boosted construction of learning centres to reach the rising influx of Rohingya children, while focusing on improving the quality of learning. Prior to the outbreak of COVID-19, UNICEF alone provided education opportunities for 70 per cent of Rohingya children aged 4-14 years, or 230,000 children (110,400 girls).
The Life Skills through Drama curriculum aims at promoting the protection of Syrian and Lebanese adolescent girls from Gender Based Violence and enhancing their psychosocial wellbeing. This curriculum addresses the basic life skills that adolescent girls living in difficult conditions in any similar cultural context could need.
This report summarizes progress, gaps, challenges and opportunities in improving education and training for girls and women affected by conflict and crisis. The report aims to support the Charlevoix Declaration on Quality Education’s commitment to enhance the evidence base and monitor progress toward gender-equitable education in crises.
This INEE infographic visualizes key statistics from Mind the Gap: The State of Girls’ Education in Crisis and Conflict, a report which summarizes progress, gaps, challenges and opportunities in improving education and training for girls and women affected by conflict and crisis.
The Children’s Climate Cards provide a series of fun, interactive activities to engage children on the climate change agenda and inspire a global children’s call for climate action now.
The Construction Good Practice Standards (CGPS) sets out common standards for the responsible delivery of construction projects in humanitarian settings. As such, it represents the action across all sectors to be accountable in ensuring the safety, timeliness and quality of the construction projects for which the agencies are responsible.
The findings presented here are intended to support organizations commissioning new content, adapting existing content, or considering disseminating content, to ensure it is as accessible and useful as possible to practitioners in emergency contexts.
VISUS is a methodology developed by SPRINT researchers, that permits to assess the safety of school facilities at regional scale, with the purpose of supporting the definition of pragmatic safety upgrading strategies. It has been adopted by UNESCOfor the assessment of the risks affecting the education sector.
This desk review summarises existing key data points, data sources and trends in adolescent girls’ access to and use of digital technology. It also highlights the gaps in the evidence base and where more research is needed.
This report presents recommendations for how international humanitarian agencies can better learn about and support the needs of LGBTQI people affected by conflict and displacement.
Taking advantage of the fact that São Paulo featured in-person classes for the lion’s share of the first school quarter of 2020, but not thereafter, we estimate the effects of remote learning on secondary education, using a differences-in-differences strategy that contrasts variation in dropout risk and standardized test scores between the first and the last school quarters in 2020 to that in 2019, when all classes were in-person.
Inclusion in education must start in the early years when the foundation for lifelong learning is built and fundamental values and attitudes are formed. Inequality in learning and development emerges during early childhood, before children begin primary school. Beginning to address inclusion when children begin primary school is simply too late.
Through Education in Emergencies Evidence for Action (3EA), IRC and NYU Global TIES for Children conducted an implementation study to evaluate its programming in Sierra Leone during the 2017-18 school year. Several key lessons learned from that research, specifically as they relate to the importance of and challenges around teacher professional development, are the focus of this brief.
In this policy brief, we explore the impacts of HCT as a standalone program and when packaged with skill-targeted SEL activities for students enrolled in Nigerien public schools.
This guidance document, the HAT toolkit, has been developed to improve programming for adolescent mental health promotion and prevention and to support the implementation of the WHO HAT guidelines on mental health promotive and preventive interventions for adolescents.
This webinar explored the key elements of Catch Up programmes through the launch of the AEWG Catch-up Programmes whilst also looking at the AEWG guidance on how to condense a curriculum. Two programme examples from Cameroon and Liberia were also shared.
In November 2020, Peace Direct in collaboration with Adeso, the Alliance for Peacebuilding and Women of Color Advancing Peace and Security, convened a three-day online consultation to discuss the issue of structural racism and how to ‘Decolonise Aid’.
This webinar focused on how education practitioners and organizations around the world have adapted their M&E frameworks (data collection, monitoring, evaluation and learning) during the COVID-19 crisis with presentations and panelists from INEE, People in Need Nepal, Young 1ove, EdTech Hub, the Girls Education Challenge and Malawi project team, and the INEE Distance Education Reference Group.
This paper summarizes the findings of the monitoring report: Mind the Gap: The State of Girls’ Education in Contexts of Crisis and Conflict. It recommends actions for implementers, policymakers, and donors to address the gaps identified in the delivery, planning, funding, and monitoring of girls’ and women’s education in crisis contexts.
During this webinar on new measures in the INEE Measurement Library, presenters shared evidence on three measures that have been developed or adapted for their specific contexts: Response to Stress Questionnaire (RSQ) in Lebanon, Teacher Classroom Observation (TCO) in Tanzania, and Holistic Assessment for Learning (HAL) in Syria.
The Response to Stress Questionnaire was developed in an attempt to capture the ways that refugee students in Lebanon react to and cope with specific sources of stress, including parental depression, family conflict, and academic stressors.
This is a summary and policy companion to a larger mapping exercise on how EiE and CPHA actors measure four categories of school-based, physical security interventions that address external threats of conflict and violence, as well as their relationship with access to education and the psychosocial wellbeing of learners.
The mapping is for both the EiE and CPHA sectors, in particular for those looking to strengthen monitoring and evaluation frameworks and practices for the protection of education from attack and for those looking to develop or enhance integrated CPHA-EiE programs at school level, in areas affected by armed conflict and violence.
Based on the INEE Minimum Standards for Education, this contextualized tool defines effective, quality, and inclusive education practices that support the provision of safe, quality, and relevant education for all children and youth in Mongolia.
Street Child’s Marginalised No More project in Nepal supports 7,000 highly marginalised girls to learn basic literacy and numeracy through an accelerated learning programme (ALP) and livelihood support.
This report builds a case for the importance of education in preventing conflict and displacement, in adequately responding to internally displaced children’s education and wellbeing needs and that including internally displaced children in national education systems is a step toward achieving durable solutions to their displacement.
