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1 May 2021 Case Study
Link Education International, UK Girls' Education Challenge

TEAM Girl Malawi

Link Education International’s TEAM Girl Malawi project provides community-based education (CBE) classes to 5,000 out-of-school girls and 1,200 boys in three cohorts, as well as girls clubs with a focus on sexual and reproductive health and other life skills.

1 May 2021 Case Study
People in Need
UK Girls' Education Challenge

Aarambha

People in Needs’ Aarambha project in Nepal supports 8,500 married and out-of-school adolescent girls in Nepal in developing literacy, numeracy and life skills.

1 May 2021 Case Study
Street Child, UK Girls' Education Challenge

Marginalised no More (MnM)

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.

1 May 2021 Case Study
PEAS, UK Girls' Education Challenge

GEARR-ing Up for Success After School

PEAS’ GEARR-ing up for Success After School project in Uganda supports 7,493 beneficiary girls. These girls are enrolled in the 28 PEAS secondary schools established in rural locations in Uganda.

1 May 2021 Case Study
UK Girls' Education Challenge, Voluntary Service Overseas (VSO), British Council

Sisters for Sisters’ Education

Part of the VSO Sisters for Sisters’ Education Project in Nepal, the English and Digital for Girls’ Education (EDGE) programme supports 1,350 adolescent girls through girls’ clubs which had used radio as a key modality.

1 May 2021 Manual/Handbook/Guide United Nations Children's Fund (UNICEF), World Health Organization (WHO)

Nurturing Care Handbook

The World Health Organization and UNICEF in collaboration with partners have developed the Nurturing Care Handbook. Like the Nurturing Care Framework, the Handbook is organized around five strategic actions.

20 April 2021 Background Paper Inter-agency Network for Education in Emergencies (INEE)

Non-formal Education for Adolescents and Youth in Crisis and Conflict: a Proposed Taxonomy and Background Paper

This Background Paper aims to address the confusion about NFE’s definition, purpose, audience, and quality. It proposes a taxonomy and definitions of NFE programming for adolescents and youth in conflict- and crisis-affected environments, summarizes the historical and current use of terms related to NFE and reflects current policy and programmatic use of these terms.

12 April 2021 Manual/Handbook/Guide
Edukans, the Netherlands

Learning and Behaviour Support

This Edukans training manual is intended as a guide to train people in how to respond to the needs of students with learning and behavioural problems, such as dyslexia, dyscalculia, lack of motivation, aggression and anxiety.

7 April 2021 Report Inter-agency Network for Education in Emergencies (INEE)

Humanitarian-Development Coherence in Education: working together in crisis contexts

The paper proposes a set of actions and recommendations to strengthen humanitarian-development coherence in the education sector, with guidelines for education stakeholders to take collective action and advocate for improved coherence within their own agencies and across the education sector’s full spectrum of policy and programming.

1 April 2021 Report
Forum for African Women Educationalists (FAWE) Uganda Chapter

Research Findings on the Situation of and Impact of COVID-19 on School Going Girls and Young Women in Uganda

This report contains findings of a study commissioned by Forum for African Women Educationalists Uganda Chapter to estimate the prevalence of early marriages and adolescent pregnancies among school going girls during the COVID-19 pandemic in Uganda and investigate the drivers of engagement in sexual activity among school going girls and young women during the COVID-19 pandemic.

1 April 2021 Toolkit United Nations Children's Fund (UNICEF)

Advocacy Toolkit

This toolkit was developed for country offices (COs) in UNICEF’s West and Central Africa region and provides a brief overview of strategies and tools that can be applied to strengthen advocacy efforts in the field of education.

25 March 2021 Report Humanity & Inclusion

Gender Equality Study in Education in the West Bank and Gaza

The reasons behind the drop out of girls and boys with disability or the fact that they have never attended school have been assessed in this study. The present research has analyzed policy, institutional, financial and cultural barriers at play for girls and boys with disability and without disability.

22 March 2021 Report
Norwegian Refugee Council (NRC), Dubai Cares, Accelerated Education Working Group (AEWG)
EPRC, PRIO

Refugee Status, Gender and Learning

This data report provides details from a survey of applicants to the Norwegian Refugee Council’s Accelerated Education Program in Northern Uganda, 2020.

20 March 2021 Assessment International Rescue Committee (IRC)

Assessment of Teacher Competencies in Crisis Contexts - Afghanistan

The present study has four goals: characterizing a framework for teaching competencies in crisis contexts in Afghanistan, generating valid and reliable instruments to assess this framework, assess teachers’ needs and competencies based on classroom observations and self-reports, and, Identify how contextual and individual teaching characteristics are associated with teachers’ competencies,.

18 March 2021 Manual/Handbook/Guide Accelerated Education Working Group (AEWG)

Catch-up Programmes: 10 Principles for Helping Learners Catch Up and Return to Learning

Building on the AEWG’s programme definitions and our expertise in AE and other non-formal or alternative education options that accelerate the acquisition of knowledge and skills, the AEWG developed this set of principles and action points for catch-up programmes.

16 March 2021 Manual/Handbook/Guide Inter-Agency Standing Committee (IASC)

Technical note: Linking Disaster Risk Reduction and Mental Health and Psychosocial Support

This Technical Note was developed to assist humanitarian aid, development and disaster risk management organizations, national and local governments and community actors within and across sectors with the delivery of a priority set of actions to reduce suffering and improve mental health and psychosocial well-being through integration with risk management perspectives and approaches that link prevention, preparedness, response and recovery.

15 March 2021 Report Alliance for Child Protection in Humanitarian Action, Inter-agency Network for Education in Emergencies (INEE)

No Education, No Protection: What school closures under COVID-19 mean for children and young people in crisis-affected contexts

This report highlights the primarily negative effects resulting from the combination of sudden school closures and restricted access to and availability of services, social networks, and other protective facilities for children and young people living in crisis-affected contexts.

15 March 2021 Book Organization for Economic Co-operation and Development (OECD)

Applying Evaluation Criteria Thoughtfully

This guidance aims to help evaluators and others to better understand those criteria, and improve their use. It starts by describing what they are, and how they are meant to be used. Then the definitions and concepts underpinning each criterion are explained. Finally, examples provide the reader with concrete ideas for using them.

10 March 2021 Advocacy Brief Inter-agency Network for Education in Emergencies (INEE)

Private Engagement in Education in Emergencies: Rights and Regulations

This brief explores some of these tensions and makes recommendations to support the prioritization of safe, equitable, and quality public education for all children and young people affected by crises. 

10 March 2021 Presentation Education Cannot Wait (ECW), Inter-agency Network for Education in Emergencies (INEE)

Disability Inclusive Education Forum: Reaching the most marginalized

The Disability Inclusive Education Forum: Reaching the most marginalized, issued a timely reminder that, in an unpredictable 2020, children and young people already facing the greatest barriers and highest risk of exclusion are being left further behind, without the opportunity to reach their full potential.

8 March 2021 Advocacy Statement Inter-agency Network for Education in Emergencies (INEE)

Prioritize, Protect, and Plan for Education: INEE advocacy messages for during and after the COVID-19 pandemic

These advocacy messages are designed to influence policy dialogue and debate to ensure access to safe, inclusive, equitable, and quality education for all children affected by conflict and crisis during the COVID-19 pandemic.

1 March 2021 Manual/Handbook/Guide US Agency for International Development (USAID)

How to Integrate Social and Emotional Learning in USAID Basic Education Programs

This How-To-Hote aims to provide guidance on how to include and integrate skills-based social and emotional learning across the USAID program cycle into basic education programs, which serve children and youth (including adolescents) with a variety of formal and informal education programs, including youth workforce programs.

1 March 2021 Assessment Save the Children, United Nations Children's Fund (UNICEF)

Cambodia COVID-19 Joint Education Needs Assessment

A comprehensive, coordinated assessment of the sector to gain evidence to help identify the best approaches to inform the further development of COVID-19 response and recovery efforts; to support the development of evidence-based response policies and practices, and to inform a holistic national response and recovery plan.

1 March 2021 Report EdTech Hub

Effective Use of EdTech for Remedial Learning Programmes

This brief expands on the work of Schwartz (2012) who reviewed the global literature on remedial programmes and identified key design and implementation features and builds on other studies that explored the use of EdTech and remedial programmes in low- and middle-income countries.

1 March 2021 Report Malala Fund

A greener, fairer future: Why leaders need to invest in climate and girls' education

A greener, fairer future outlines the origins of the climate emergency and explains how confronting issues like the legacy of colonialism, racial discrimination and gender inequality through education is key to finding a sustainable solution to the crisis. The paper introduces the Gender-Equal Green Learning Agenda, a new framework to help leaders address the climate crisis through education.

1 March 2021 Report EdTech Hub

EdTech for Learners with Disabilities in Primary School Settings in LMICS: A Systematic Literature Review

This systematic literature review was guided by the overarching aim of establishing the categories of EdTech that may be appropriate to support the learning of children with disabilities aged 6–12 years in low- and middle-income countries (LMICs). The review provides a synthesis of what we know from the evidence and highlights gaps in the existing knowledge base.

17 February 2021 Manual/Handbook/Guide Alliance for Child Protection in Humanitarian Action

Contextualizing and Measuring Child Well-Being in Humanitarian Action

The package of child well-being resources includes: 1) Defining and Measuring Child Well-Being in Humanitarian Action: A Contextualization Guide, 2) Training package, including PowerPoint slide deck and Facilitator Guide, and 3) Child Well-Being in Humanitarian Action: A Desk Review.

17 February 2021 Manual/Handbook/Guide Alliance for Child Protection in Humanitarian Action

Child Well-Being Contextualization Guide and Package

This Guide highlights the key steps in the process of adapting the global inter-agency child well-being definition and measurement framework to context. It includes all of the contextualization and measurement tools and questionnaires. The training package provides practical guidance, support and materials to help the training facilitators successfully implement the training for data collectors in a manner that maximizes learning.

16 February 2021 Project Brief Accelerated Education Working Group (AEWG)

AEWG 2020: Year In Review

The COVID-19 pandemic, which left 1.6 billion children out of school worldwide, meant the world needed to rapidly scale up flexible education options to reach all learners. This global need mandated us to leverage our expertise in accelerating learning to provide guidance for donors, implementers, and education systems to help all learners catch up when schools reopen.

2 February 2021 Advocacy Brief World Vision

Act Now: Experiences and recommendations of girls and boys in East Africa on the impact of COVID-19

This consultation explores children and young people’s views and experiences related to COVID-19 and its indirect impacts. Firstly, it looks at children and young people’s perceptions of how COVID-19 has had an impact on their lives and countries. Secondly, it seeks to highlight the ways in which they are working to help to stop the spread of the virus and lessen its impacts.

1 February 2021 Report
EdTech Hub, World Vision
The Open University

Community Help for Inclusive Learning and Development

The research team designed the study to support impact through knowledge-exchange by providing a detailed account of both the approach taken and learnings from the experience. The study focused on programme facilitation at different levels and the attitudes, practices, and learnings of the champions as they reflected upon their work

1 February 2021 Manual/Handbook/Guide United Nations Children's Fund (UNICEF)

Reimagining Girls’ Education: Solutions to Keep Girls Learning in Emergencies

Reimagining Girls’ Education: Solutions to Keep Girls Learning in Emergencies presents an empirical overview of what works to support learning outcomes for girls in emergencies. The overarching aim is that this evidence be used to inform programming in crises and support diverse stakeholders in mitigating the impact of emergencies on girls’ education.

31 January 2021 Report Alliance for Child Protection in Humanitarian Action, Inter-agency Network for Education in Emergencies (INEE)

Collaboration Across Child Protection and Education in Emergencies

In this paper, the The Alliance and INEE set out the evidence supporting collaboration and integration between the sectors, providing a rationale for cross-sector work grounded in child well-being and holistic development. The paper includes a summary of challenges and opportunities, and draws out clear recommendations for systematic and planned collaboration