Resources

These regional guidance notes aim to provide ministries of education and school management in LAC countries with recommendations and technical inputs for the planning, preparation and implementation of safe reopening of schools.

National standards and regulations for reopening, whether on required WASH facilities, personal protective equipment, physical distancing or school health measures, might have a considerable impact on learning if not properly resourced. Without those resources, education providers may be faced with a hard choice.

This report presents learning and recommendations emerging from the Global Partners Project (GPP), an initiative to strengthen education in emergencies (EiE) coordination.

This report is based on an online survey conducted by the Centre for Lebanese Studies (CLS). It maps out main trends of the impact of COVID19- on the access and quality of education as well as the impact on teachers, students and parents.

The goal of this document is to assist Ministries of Education (MoEs), district offices, curriculum developers, and implementing partners in developing a condensed curriculum for primary school or guiding practitioners to do so. 

In this webinar panelists provided an overview of relevant definitions related to alternative education, key recommendations in light of COVID-19, and practical examples from multiple settings.The discussion focused on education options while highlighting new guidance from the AEWG.

21 needs assessment reports from 14 country offices were analysed for education-related findings. Most assessments conducted to date have been multi-sectoral, with a focus on the impact of COVID-19 on children and families. Given the scale of school closures, the impact on children’s learning and wellbeing is a common thread throughout the assessments.

Understanding the nature of trauma, and its impact on student learning, is vital for quality teaching. This short paper summarizes some of the insights of neuroscience, and their implications for training teachers and classroom practice.

As education systems start to reopen and support students to return, four responses are most relevant in the return to learning: extended instructional time, catch-up programmes, remedial education, and accelerated education programmes. These programmes increase the amount of instructional time, provide additional support, or prioritise learning outcomes to help learners get back on track

On 17 July 2020, a group of 35 experts from across policy, practice and academia engaged in an online consultation to discuss the Futures of Education in emergencies (EiE) and protracted crises. The report of the event will be submitted to the International Commission on the Futures of Education for its consideration.

This pack of activities is intended to support distance learning opportunities for children who are currently out of school and have no, or limited, access to quality education. These materials can also be used as a compliment to formal or non-formal education where social emotional learning (SEL) is not adequately covered by the curriculum.  

A policy paper from The Alliance and INEE calls on governments to do holistic analysis of the impact on the wellbeing of children and young people, with a focus on the impact on educational outcomes and the child protection risks that are engendered by school closures.

This checklist proposes steps for CP and Education sectors to take as schools prepare to re-open to ensure a coordinated response for children returning to school.

This guidance note shares lessons learned from DFID’s Girls’ Education Challenge (GEC)3 programme on retention systems that work to provide visibility and support to marginalised girls in challenging contexts who are at risk of drop out from education.

The Federal Ministry of Education have developed a Nigeria Education Sector COVID-19 Response Strategy to guide and systemize this response. The strategy sets out the framework for comprehensive and coordinated actions to mitigate the COVID-19 pandemic’s immediate, medium, and long-term impact on the nation’s education sector.

New analysis in this global report shows how COVID-19 may impact the funding of education, as well as the countries most at risk of falling behind. It also highlights the change we want to see for children and our recommendations for governments and the international community so we can keep learning alive, support every child to return to school and build back for better learning.

This guidance is part of a series to support you during the Covid-19 crisis

This article refects on the immediate challenges of continuing education in humanitarian contexts and on the experience of INEE as a network supporting collective action of EiE practitioners. It also looks forward at INEE’s plans to support quality distance education and issues to consider on the reopening of schools. It concludes with refections on the needs and risks for EiE longer term

More than 40 organizations have come together to produce this roadmap to support the return to school with equity-focused SEL strategies centered on relationships and built on the existing strengths of a school community. Schools can use these four SEL Critical Practices to foster the competencies and learning environments that students and adults need to reunite, renew, and thrive.

Education under Attack 2020 documents attacks on education in situations of armed conflict and insecurity between January 1, 2017, and December 31, 2019. Each of the 37 countries profiled in Education under Attack 2020 experienced at least ten reported attacks on education or military use of educational facilities in 2017 and 2018, the first two years of the period covered.

Stories of children and families in life’s harshest settings who’ve played together through it all – and gone on to be happier, healthier and closer to each other.

In this article, we draw on our pilot testing of phone-based assessments in Botswana, along with the existing literature on oral testing of reading and mathematics, to propose a series of preliminary practical lessons to guide researchers and service providers as they try phone-based learning assessments.

Now in its fourth year, the E-Cubed Research Fund has funded 12 studies and is beginning to see the outputs of this research. This panel will provide an opportunity for a selection of E-Cubed grantees to share their emerging research findings.

In this panel, global actors from FHI 360, NYU, UNESCO, the Global Education Cluster, and the Education Cannot Wait Fund examine how education data systems and measurements – both national and humanitarian – can be adapted to improve the quality, interoperability, availability, and accessibility of education data.

These guidelines have been developed to enhance systematic programming and advocacy to realize adolescents’ right to be heard in matters affecting them. The guidelines provide information on the ‘why’, ‘what’ and ‘how-to’ of participation and civic engagement, with a specific focus on adolescents.

This report focuses on the role of secondary education in ensuring youth acquire the skills, knowledge, and competencies necessary to succeed in a dynamic and globalized labour market, where trends of digitalization and automation are on the rise. 

This manual provides content that can be shared with parents to support playful interactions for children 0-36 months. The manual was developed in response to the Covid-19 pandemic and the suspension of many programs that involved home visiting or parent groups

This Rapid Evidence Review (RER) provides an overview of existing research on the use of technology to support personalised learning in low- and middle-income countries (LMICs).

This GBA Guidance Note provides a roadmap for ensuring access to age and language-appropriate reading materials for the poorest and most vulnerable, both during the COVID-19 crisis, and beyond. 

In this edition of “Emerging promising practices” we highlight the efforts that UNHCR and partners have taken to support refugee learners and students to continue their education and to support families and caregivers who have had to temporarily assume the role of teachers.

This guidance provides support to seven UN entities on how to strengthen inclusion of disability in Humanitarian Response Plans (HRPs) as part of the UK Department for International Development (DFID) Humanitarian Investment Program. The aim of this work is to make humanitarian programming more responsive to the needs of people with disabilities affected by crisis.

Our research with Syrian refugee children in Lebanon adds to a growing body of evidence that such experiences of adversity can impact the foundational cognitive and behavioral skills that forecast later learning.

This is one of a series of case studies based on UNICEF-supported communication, community engagement and accountability activities as part of the humanitarian response to the Rohingya refugee crisis in Cox's Bazar, Bangladesh, from September 2017 to December 2019.

Arab countries found themselves forced to choose between two options, either to use distance learning or don’t provide education at all. After three months of distance learning, it was necessary to evaluate this experience in its various aspects and  identify the most critical challenges faced, in addition to providing solutions.

These guidance notes contain a series of indications to support school administrators/directors in taking the necessary steps before and during the process of reopening schools; likewise, when schools remain open, it must be ensured that children are not at risk of contracting or spreading the virus and that their parents feel confident in sending their children to school.

The Global Alliance for Disaster Risk Reduction and Resilience in the Education Sector (GADRRRES) is organising a series of three webinars dedicated to COVID-19 and school safety aiming to provide recommendations to practitioners. This second presentation is focused on Comprehensive School Safety Framework Pillar 2: School Disaster Management.

This framing paper focuses on the humanitarian-development nexus and the role of coordination in ensuring uninterrupted learning for affected children and youth in crisis contexts.

The WG Short Set of six questions on functioning for use on national censuses and surveys was developed, tested and adopted by the Washington Group on Disability Statistics (WG). The questions reflect advances in the conceptualization of disability and use the World Health Organization’s International Classification of Functioning, Disability, and Health (ICF) as a conceptual framework. 

The webinar (part of our COVID-19 webinar series) focuses on Education and Learning for Adolescents and Youth during the global pandemic. Join us to hear from young people, EiE practitioners, and advocates from a range of settings.

Organized in a question and answer format, the Guide offers teachers and other interested parties concise information on specific IHL issues.

This guidance on continuity of learning during school closures draws on the key lessons learned from the COVID-19 education response around the world. It was developed for government policymakers and education staff of national and international organizations involved in the education response during school closures.

When learners return to the classroom, many will have been out of school or training for several months. To respond to this disruption, it is critical to re-engage learners, including those who dropped out, and to address educational disparities faced by the most marginalized. 

This guidance produced by USAID's Office of Education provides education-specific recommendations on how existing USAID Policy can be applied in education programming.

This paper presents the results of simulations considering different lengths of school closure (3, 5, and 7 months) and different levels of mitigation effectiveness (mostly remote learning), resulting in an optimistic, intermediate, and pessimistic global scenario.

Call for action to address the threat by the COVID-19 pandemic to the education of those left furthest behind.

An inter-agency webinar on the Safe back to School: A Practitioner's Guide hosted by the East Africa Regional EiE Working Group

During this webinar individuals from FHI 360, IDMC, UNESCO IIEP, and NORRAG presented examples of the use of data to plan for continuous provision of education in crisis settings. 

The report looks at how the Covid-19 pandemic is changing education and is based on a survey conducted between 25 April and 7 May 2020 that received responses from government officials, education administrators, teachers, and school administrators in 59 countries.

The following questions can help you to determine the feasibility of distance learning in your context. It can guide you in designing effective online learning/teaching solutions in a short time, avoiding some of the most common pitfalls.