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22 September 2020 Report United Nations Children's Fund (UNICEF), United Nations Educational, Scientific and Cultural Organziation (UNESCO), United Nations High Commissioner for Refugees (UNHCR), World Bank, World Food Programme (WFP)

Emerging lessons from country experiences in managing the process of reopening schools

As more countries move in that direction, lessons are beginning to emerge on what is working. These emerging lessons are summarized below and highlighting country examples. Sharing these lessons as they develop can help countries strengthen their reopening plans, and ultimately improve the chances of a successful and safer return to in-person learning for all children.

21 September 2020 Infographic Accelerated Education Working Group (AEWG)

10 Principles for Effective Practice Poster

This is a printable poster that includes all 10 Principles. Great for workshops or to hang up in your office as a reminder of the key components of any Accelerated Education programme!

21 September 2020 Report
EdTech Hub
eLearning Africa

The Effect of Covid-19 on Education in Africa and its Implications for the Use of Technology

This report, and the survey findings behind it, provides a unique insight into the perspectives of EdTech experts regarding the impact of the Covid-19 pandemic on education in Africa. It is based on the findings of a survey of the eLearning Africa network, which attracted approximately 1650 responses from respondents in 52 countries in Africa.

21 September 2020 Manual/Handbook/Guide United Nations Children's Fund (UNICEF), United Nations Educational, Scientific and Cultural Organziation (UNESCO), World Bank

Global Guidance on Reopening Early Childhood Education Settings

This guidance note outlines key principles and practical measures for decision-makers to consider before, during and after the transition from closure to reopening. It focuses on safe operations in ECE settings, staff training and support, child well-being and development, and parental communication and support.

20 September 2020 Book
WISE, Salzburg Global Seminar

Education Disrupted, Education Reimagined

The special edition E-Book you are reading about today was produced in real time. The result is a contemporary historical record of how schools, NGOs, governments, and international organizations responded to school closures during the crisis and how they are attempting to use this crisis as a springboard to reimagine—and even transform—education in their communities and countries.

20 September 2020 Manual/Handbook/Guide International Rescue Committee (IRC)

PlayMatters at Home- Emergency Materials

As PlayMatters’ interventions were still in nascent stages of development when the COVID-19 pandemic forced school closures around the world, including in East Africa, the consortium quickly pivoted to develop a family-friendly home learning program to help caregivers engage their children in educational play.

17 September 2020 INEE Webinar Inter-agency Network for Education in Emergencies (INEE)

An inclusive response to COVID-19: Ensuring education for all

Building on previous webinars focused on inclusive education, this event spotlighted guidance from 2020 Global Education Monitoring (GEM) Report: Inclusion and education, DFID’s Girls’ Education Challenge, and the World Bank’s Inclusive Education Initiative (IEI).

15 September 2020 Report Save the Children

The Hidden Impact of COVID-19 on Children's Education

Save the Children launched a global research study to generate rigorous evidence on how the COVID-19 pandemic and measures implemented to mitigate it are impacting children’s health, nutrition, learning, wellbeing, protection, family finances and poverty and to identify children’s and their families’ needs during these times.

14 September 2020 Training Material DanChurch Aid (DCA), Finn Church Aid

DCA Remote TiCC Training Package

The DCA Education Team based in Cox’s Bazar together with FCA conducted two rounds of Remote Teachers in Crisis Contexts (TiCC) Training in June 2020, using WhatsApp and Zoom. Find here the training materials. 

10 September 2020 INEE Webinar Accelerated Education Working Group (AEWG), Inter-agency Network for Education in Emergencies (INEE)

Catching Up on Lost Learning, Part 2: Condensing a Curriculum in Response to COVID-19

This web event, part of our COVID-19 webinar series and the sequel to Catching Up on Lost Learning, Part 1: Applying Accelerated Approaches in Response to COVID-19. This “Part 2” webinar featured new guidance from the AEWG on condensing curriculum in light of COVID-19.

10 September 2020 Report Inter-agency Network for Education in Emergencies (INEE)

INEE 2019 Annual Report

We are pleased to share with you, in this INEE 2019 Annual Report, a 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.

9 September 2020 Report Save the Children

Protect a Generation: The impact of COVID-19 on children's lives

Save the Children carried out a global survey of children and their parents or caregivers during the COVID-19 pandemic, to find out the impact that the pandemic is having on their access to healthcare, their education, their family finances and their safety, and to hear from children themselves on these topics.

3 September 2020 INEE Webinar Inter-agency Network for Education in Emergencies (INEE), United Nations Children's Fund (UNICEF)

COVID-19: Solutions for pre-primary education

The discussion focused on early childhood development in humanitarian settings, zooming in on education for children aged three to six. Panelists offered a framing of the global pre-primary education landscape and shared insights into innovative examples from the field of supporting young children’s learning at home during the pandemic.

3 September 2020 INEE Webinar Alliance for Child Protection in Humanitarian Action, Inter-agency Network for Education in Emergencies (INEE)

Weighing the risks: School closure and reopening during COVID-19

This web event focused on the impact of school closure and reopening on children and young people’s protection and education, as well as the impact on COVID-19 transmission. The webinar highlighted the recent policy paper by INEE and The Alliance for Child Protection in Humanitarian Action.

3 September 2020 Report United Nations High Commissioner for Refugees (UNHCR)

Coming Together for Refugee Education

This report, the fifth annual education report from UNHCR, predicts that unless the international community takes immediate and bold steps against the catastrophic effects of COVID-19 on refugee education, the potential of millions of young refugees living in some of the world’s most vulnerable communities will be further threatened.

3 September 2020 Report World Vision

COVID-19 Aftershocks: Access Denied

This report spotlights one particular vulnerability that is known to be exacerbated by school closures in times of crisis and risks the continued education of vulnerable children: teenage pregnancy, which threatens to block a million girls across Sub-Saharan Africa from returning to school.

1 September 2020 Toolkit International Labor Organization (ILO), United Nations Educational, Scientific and Cultural Organziation (UNESCO)

Supporting teachers in back-to-school efforts – A toolkit for school leaders

This Toolkit was designed for school leaders to support and protect teachers and education support staff in the return to school following COVID-19 related closures. While aimed primarily at school leaders, the Toolkit is also potentially useful for teachers and education support staff to better understand their roles and responsibilities in back-to-school efforts.

1 September 2020 Advocacy Statement Inter-agency Network for Education in Emergencies (INEE)

Template for EiE Advocacy Strategies

This template can be used and tailored to fit different levels of advocacy campaigns, events, and products. Depending on the scale, not all sections will be required. Ideally this template will be discussed and completed in a face-to-face workshop or completed and shared for comment by a team.

1 September 2020 Report Theirworld

Protecting Children in Armed Conflict

This document summarises the findings of the report Protecting Children in Armed Conflict, led by Shaheed Fatima QC (published in 2018 by Hart/ Bloomsbury), and produced for the Inquiry on Protecting Children in Conflict, chaired by Gordon Brown. Theirworld, Save the Children Fund and the Global Health Academy at the University of Edinburgh have supported the work of the Inquiry. 

1 September 2020 Advocacy Statement
Raising Voices

Should We Reopen Schools? A Child-Centered Position for Uganda

The government of Uganda has imposed a lockdown as a pre-emptive measure to control the spread of the Covid-19 pandemic. Even with a gradual, phased return, the majority of Uganda’s youth remain in their homes. This has meant missed learning opportunities and led to a rise in rates of violence against children (VAC) in their homes and communities.

1 September 2020 Framework Child Protection Area of Responsibility (CP AoR), Global Education Cluster

Education in Emergencies - Child Protection Collaboration Framework

The CP-EiE Collaboration framework supports Education and CP coordination teams’ predictable and coherent collaboration throughout the Humanitarian Programme Cycle (HPC). At each step of the HPC, it provides steps to strengthen CP-EiE collaboration, promising collaboration practices from country coordination groups, and tools and resources to support collaboration.

1 September 2020 Report Education Development Trust (formerly CFBT)

Learning Renewed: A safe way to reopen schools in the Global South

Policymakers in low-income countries face an apparently impossible dilemma: keeping schools closed will create catastrophic learning loss, while reopening may be highly dangerous and unacceptable to parents and teachers. We argue that there is a way of dealing with this dilemma, and that the choice is not, in fact, quite so binary. There is a middle way. 

28 August 2020 Manual/Handbook/Guide Malala Fund, Plan International, United Nations Children's Fund (UNICEF), United Nations Educational, Scientific and Cultural Organziation (UNESCO), United Nations Girls Education Initiative (UNGEI)

Building back equal: Girls back to school guide

The guide provides targeted inputs to ensure continuity of learning during school closures, and comprehensive, timely and evidence-based plans for reopening schools in a way that is safe, gender-responsive and child-friendly, and meets the needs of the most marginalised girls

18 August 2020 INEE Webinar Inter-agency Network for Education in Emergencies (INEE)

Learning through play during COVID-19

This web event — part of our COVID-19 webinar series — highlighted how EiE practitioners can use “learning through play” approaches during COVID-19 response and recovery.

10 August 2020 Research Publication United Nations Children's Fund (UNICEF)

COVID-19: How are Countries Preparing to Mitigate the Learning Loss as Schools Reopen? Trends and emerging good practices to support the most vulnerable children

Using data from two surveys and 164 countries, this research brief describes the educational strategies countries are putting into place, or plan to, in order to mitigate learning impacts of extended school closures, particularly for the most vulnerable children. 

5 August 2020 Report Jesuit Refugee Service (JRS)

Protecting the Future: Education Response During COVID-19

With schools around the world closed due to COVID-19, educators everywhere have been exploring ways to teach students, even at a distance. Education is a core activity of Jesuit Refugee Service (JRS), and in the midst of the current crisis, we are finding unique ways to ensure that displaced children have the opportunity to learn and thrive.

1 August 2020 Report
Moscow School of Management SKOLKOVO, Global Education Futures

Learning Ecosystems: An Emerging Praxis For The Future Of Education

The insights reflected in this report explore (1) the skills, knowledge, and ways of being that support life-long and self-directed learning, (2) approaches to ecosystemic learning, and (3) how educational systems can support collective flourishing, shifting our global society toward long-term resilience and thriving.

1 August 2020 Manual/Handbook/Guide United Nations Educational, Scientific and Cultural Organziation (UNESCO)

Ensuring effective distance learning during COVID-19 disruption: Guidance for teachers

This Guidance aims to help teachers understand key issues related to home-based distance learning during COVID-19 school closures and design and facilitate effective learning activities.

1 August 2020 Report United Nations Children's Fund (UNICEF)

Protecting Children from Violence in the Time of COVID-19: Disruptions in prevention and response services

As daily lives and communities are upended by COVID-19, concern is mounting that children’s exposure to violence may increase. Children with a history of abuse may find themselves even more vulnerable, both at home and online, and may experience more frequent and severe acts of violence. This publication documents what has happened to such services across the world.