Resources

This study, using the Inter-Agency Network for Education in Emergencies' five-domain framework, examines the educational standards provided to Rohingya refugees in Malaysia. The findings suggest that most learning centers lack financial, human, and infrastructural resources.

In this brief we offer reflections on how to open and operate learning spaces to support children and teachers in returning to regularized learning.

UNHCR's Global Trends report presents key statistical trends and the latest official statistics on refugees, asylum-seekers, internally displaced and stateless people worldwide. At the end of 2023, 117.3 million people worldwide were forcibly displaced as a result of persecution, conflict, violence, human rights violations and events seriously disturbing public order.

A global study of attacks on schools, universities, their students and staff, in 2022 and 2023. Attacks on education are frequent and widespread. From Palestine to Colombia, Democratic Republic of the Congo to Ukraine, students and teachers are killed, raped, and abducted, while schools and universities are bombed, burned down, and used for military purposes. In the 28 countries profiled in this report, at least ten attacks on education occurred over the past two years.

IndiKit aims to make monitoring and evaluation of relief and development interventions easier and better - by helping humanitarian and development workers to use well-formulated project indicators and to correctly collect and analyse the data required for each indicator. 

In this workshop, participants learned how to localize INEE’s PSS-SEL resources and how to effectively adapt them for different contexts. The workshops were held in each of INEE’s working languages (Arabic, English, French, Portuguese, and Spanish). 

In this paper, we demonstrate the ways in which the schooling of refugee youth in the United States reflects ongoing coloniality in education.

The CFM-TV consists of 20 questions for school-aged children (5 to 17 years). The questionnaire is designed to identify difficulties in a number of functional domains — seeing, hearing, mobility, fine motor, communication/comprehension, learning, remembering, attention and concentrating, coping with change, controlling behaviour, relationships, and affect (anxiety and depression).

This study, led by Global TIES for Children at New York University, evaluates a 6-month early childhood development (ECD) program for fathers of 0-3 year olds in the Rohingya camps and surrounding host communities in Cox’s Bazar District, Bangladesh.

This study, led by Global TIES for Children at New York University, is a causal impact evaluation of a mass-media program delivering social-emotional learning (SEL) and math content to children via WhatsApp on the mobile phones of their caregivers.

During the Q&A session, participants learned about key updates to the format, structure, and content of the INEE MS, 2024 Edition. Afterward, participants had an opportunity to ask questions about the 2024 update process, the INEE MS, 2024 Edition, or anything else related to the INEE MS. 

A regional workshop for Accelerated Education (AE) was held in Cali, Colombia from November 28 to 30, 2023. Its main goal was to strengthen the quality of AE policies and programs in the Latin America and Caribbean (LAC) region.

This workshop was developed by the Accelerated Education Working Group (AEWG) of the Inter-Agency Network for Education in Emergencies (INEE).in collaboration with the LAC Regional Education Working Group (REG-LAC) .

The workshop was an excellent example of collaboration and coordination among agencies. It was supported with funding from the European Civil Protection and Humanitarian Aid Operations (ECHO), the United Nations High Commissioner for Refugees (UNHCR), and the United States Agency for International Development (USAID). The venue for the workshop was provided free of charge by the Autonomous University of Cali (Colombia).

This report shows the main results of the workshop and the agreements reached.

This rapid literature review encompassing the following research questions:What evidence exists on the importance of investing in education, and tertiary education in particular, and how it can contribute to overall poverty reduction, social cohesion, and economic stability for both the host country and the global economy? What are the costs of inaction? What lessons learned and best practices could Jordan and the international community at large draw from the role tertiary education plays in improving social and economic outcomes for refugee youth?

CFC uses a family centered approach to respond to the most common emotional and social caregiving challenges and develops frontline workers’ skills to support caregivers increase their confidence, strengthen their stress management and self-care skills, and identify sources of support.

This brief provides an overview of the research, including research design, sampling, data collection tools, ethics, analysis, and lessons learned of the Education for Life: Well-being and Resilience in South Sudan and Uganda report.

Education Research in Conflict and Protracted Crisis (ERICC) is a global research and learning partnership that strives to transform education policy and practice in conflict and protracted crisis, through building a global hub for rigorous, context relevant and actionable evidence base.

These Guidelines intend to increase awareness and improve understanding of how racism manifests itself in educational materials and to provide guidance on how to counter this phenomenon.

INEE and the Geneva Global Hub for Education in Emergencies held a launch of the INEE Minimum Standards for Education, 2024 Edition. This hybrid event took place at the Humanitarian Networks and Partnerships Weeks (HNPW) in Geneva.

This brief aims to serve as a guide for education professionals on how to integrate MHPSS into Education in Emergencies (EiE) programming. An overview of MHPSS activities that can be implemented in EiE contexts is provided below, in line with the MHPSS-MSP. 

The paper explores horizontal and vertical alignment within the education system in areas such as financing, curriculum, teacher training and measures of learning outcomes. The study brings attention to several critical issues: low normative commitment to education among humanitarian and federal-level government actors; suboptimal coordination between humanitarian and state-level government actors; ambiguous distribution of responsibilities within the government’s education sector; challenges in teacher recruitment and training; and gaps in data utilisation.

This policy brief presents a variety of examples of misalignment between key education sector actors with respect to the goals and outcomes of education in conflict-affected areas in Northeast Nigeria. It draws on the findings of a longer ERICC working paper based on key informant interviews conducted in 2022 by ODI and the Common Heritage Foundation alongside a broad literature review.

“Laws on Us” is the new landmark report by ILGA World, mapping laws affecting LGBTI communities across the world.

This document presents our current understanding of Anticipatory Action in Education and will be used as a starting point for discussion, planning and preparedness with country clusters and key partners through the GEC’s Task Team for Preparedness and Anticipatory Action.

INEE encourages practitioners to submit case studies highlighting the use of the INEE Minimum Standards in emergency preparedness, contingency planning, programming, policy-making and implementation, etc. This template is designed to guide the development of a case study.

This paper lays out four concrete ways in which governments can protect education systems from climate change so that their positive impacts on economic development, poverty alleviation, and social cohesion can be sustained and boosted.

INEE is inviting members and partners to organize their own launch events to help amplify the dissemination of the INEE Minimum Standards for Education, 2024 Edition. This partner launch package contains everything you will need to organize your own launch event including a presentation and organizer guidelines.

This short document summarizes the updates to the format, structure, and content of the INEE MS, 2024 Edition.

This package contains communications assets that INEE members, partners, and EiE stakeholders can use to promote the launch and dissemination of the INEE Minimum Standards for Education: Preparedness, Response, Recovery, 2024 Edition (INEE MS). 

This package was developed to support stakeholders in contextualizing the INEE Minimum Standards. It contains tools and guidelines to ensure that the process builds on lessons learned globally, is in line with best practices, and is in coordination with the INEE Secretariat.

The Minimum Standards map lays out all 19 Minimum Standards. It helps visualize the interconnectedness of the Standards.

Since 2004, the INEE MS have provided a framework for inclusive and equitable quality education. The purpose of the handbook is to improve the quality of education preparedness, response, and recovery; to increase access to safe and relevant learning opportunities; to ensure that the actors who provide these services are held accountable.

This MHPSS in Emergencies training aims to prepare MHPSS responders, disaster managers, and emergency team leaders for work in the field by building understanding of basic concepts of MHPSS in emergencies as well as planning and implementing PSS activities.

The present study aimed to investigate the perceptions of Greek pre-service teachers on refugee education during the COVID-19 pandemic. A questionnaire was addressed to 32 native university students (n = 32) who attended Education Departments in Western Macedonia in Greece.

The ECDiE Programming Guidance Note is a set of tools and resources to support the planning, design, implementation, and evaluation of quality, multi-sectoral, inclusive ECDiE interventions.

The brief below lays out the rationale for the disaggregation of data by protection status and the need for higher education data on refugees. It then provides a brief overview of the EMIS in Jordan and HIECON, and details the specific steps that were taken in Jordan to ensure that refugees were visible in both systems. The document concludes with a series of lessons learned in both of these processes.

INEE held a webinar on a new study from NORCAP, Lost Opportunity: Education for out-of-school youth in emergency and protracted crisis settings. 

This paper aims to provide an analytical framework to identify the most suitable locations for mobile classrooms for underserved communities, thereby mitigating the lack of access to equitable education for underserved communities

This report shares some of the high-level findings from comprehensive research undertaken by IEP to better understand the relationships between education and levels of peacefulness.

The primary purpose of this package is to outline a set of indicators that measure sectoral contributions towards children’s protection and well-being. The package does this by providing technical guidance for collecting and analysing data on key indicators in humanitarian action.

This webinar covered the content, pedagogy, and approach of the new Accelerated Education Introductory Teacher Training Pack, and how it caters specifically for teachers working in accelerated education programs and teaching learners generally aged 10-18 who are over-age for their grade.

This policy brief draws from the findings of a longer ERICC working paper, which explored the drivers and outcomes of dissonance between official intentions for cross-sectoral coordination, also referred to as the ‘humanitarian-development nexus’, and the default operations of the Education Sector.

In light of the ongoing humanitarian crisis, INEE and the Norwegian Refugee Council (NRC) held a webinar focused on supporting the psychosocial wellbeing of children in Gaza. This webinar sought to shed light on the vital role schools and educators play in offering psychosocial support to children, once conditions permit the reopening of schools and temporary learning centers in Gaza.

The Principles for Digital Development serve as a compass for those working to promote sustainable and inclusive development in today’s complex digital landscape. Using these Principles as a starting point, policymakers, practitioners, and technologists will be better equipped to ensure that all people can benefit from digital initiatives and from the broader digital society.

To grasp the nature and the full potential of gamification in language learning, a scoping study was applied to detect gamified interventions that were designed for refugee students aged 6-12 years old and implemented in various formal and informal environments.

This Case Study highlights measures taken by the Education Cluster in Afghanistan to ensure continuity of education for girls in the face of overwhelming challenges.

United Kingdom Foreign Commonwealth & Development Office in Nigeria requested a literature review to gather evidence-based best practices and explore potential avenues for coordination and collaboration with other development partners to address improving safety and community resilience in and around schools and reintegration of kidnap victims.

This Global Thematic Review on Education examines the under-researched relationship between education and institutional care. It uses a rights-based lens rooted in the principle that all fundamental rights are universal, inalienable, interdependent and indivisible. Specifically, it is based on the premise that children’s fundamental rights to both education and family life should and can coexist, but that that indivisibility is currently, at times, compromised. 

The ECDiE updated module seeks to introduce frontline workers and humanitarian program developers/implementers of all sectors (non-early childhood development specialists) to ECDiE as an essential component of humanitarian responses to crises and emergency situations. 

How collaborating on language technology development could reduce the digital language gap

This report highlights the language limitations of most digital humanitarian services, leaving millions of crisis-affected individuals excluded. It demonstrates the demand to make services available in the language that people need. The research spotlights two digital platforms making strides towards inclusion for marginalised language speakers.