Resources

The 2030 Agenda for Sustainable Development provides many of the necessary signposts and guidelines. In this report, the International Commission on the Futures of Education resents nine ideas for concrete actions today that will advance education tomorrow.

In the wake of the COVID-19 pandemic, education provision has been disrupted at an unprecedented scale. This literature review draws lessons from the global experience on the direct and indirect impacts of a pandemic like COVID-19 on education systems with learnings from outbreaks of Ebola, severe acute respiratory syndrome (SARS), H1N1, and Middle East Respiratory Syndrome.

This report is based on a survey of recently-published guidance documents and media commentary related to the management of the reopening of schools after closure in response to the Covid-19 pandemic

For young children and families living in humanitarian settings, the COVID-19 pandemic represents a new crisis layered onto existing crises, compounding and exacerbating threats to healthy development in some of the world’s most challenging settings.

This Synthesis of Lessons Learned, developed by the Evaluation Unit of the UNICEF Regional Office for West and Central Africa (WCARO) between April and May 2020, is aimed at all partners and organizations, both within and outside of the West and Central Africa region, who intend to both strengthen their current COVID-19 response and improve their capabilities to respond to similar crises in the future.

This Technical Note was developed to respond to the need for a more systematic documentation and sharing of Lessons Learned during the COVID-19 response across the region. 

During this webinar individuals from INEE, the Humanitarian Data Exchange, UNHCR, Translators Without Borders, and NORRAG discussed the latest developments in strengthening the global EiE data architecture since the 2019 EiE Data Summit, and possible next steps.

This set of comprehensive guidelines outlines a framework and set of principles intended to ensure that the rights and needs of separated children are effectively addressed.

The webinar focused on sharing key findings and recommendations from a recent evidence review and explored the relevance of the findings for the non-formal education/alternative education space.

This paper outlines some of the main threats the COVID-19 pandemic poses to children in Africa and suggests some of the political and programmatic responses to protect children’s rights.

This curated list of resources collates interventions that effectively deploy education technology in settings of fragility, conflict and violence (FCV). This list explores effective uses of EdTech in FCV settings, emphasising interventions and evidence relevant to the Yemeni context and distance learning during the Covid-19 crisis.

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

Coronavirus is spreading globally. How can individuals, communities, humanitarian actors, local and national authorities best respond to uphold the rights of all affected people? Sphere and its partner standards can guide our response.

The purpose of this document is to assist education partners to prepare for the eventual re-opening of schools and to make suggestions on how partners can support the Ministries of Education and the Directorates of Education to keep children safe. The document concludes with a checklist which every partner should use daily as they plan their education interventions.

This classroom guide has been designed to provide a set of guidelines for teachers and educators defining and creating positive classroom experiences for early years, primary, and secondary students.

Dan Church Aid (DCA) and UN Women (UNW) carried out an education needs assessment between February 26 and March 19, 2020 with the aim of understanding the priority needs for Rohingya adolescent and youth girls and women living in the refugee camps and makeshift settlements in Cox’s Bazar, Bangladesh.

This report provides a rapid evidence summary of what is known about best practice in teaching when school students are educated by distance learning.

As the world struggles to cope with a pandemic and an economic downturn, there are many people being pushed even further to the margins of society. This is particularly true for the children of Syria. The international community may have repeatedly vowed to protect and nurture them, with assurances that there would be ‘no lost generation’, but they are more vulnerable than ever.

The Alliance developed this technical note for the protection of children during the COVID-19 pandemic. The aim of this brief is to support child protection practitioners to better respond to the child protection risks during this pandemic.

The short and accessible briefs collected here draw on rigorous evidence relevant to the COVID-19 emergency to formulate recommendations for policymakers on five critical dimensions of school reopening and recovery.

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 principles to guide researchers and service providers as they try phone-based learning assessments

This document provides States Parties, ministries, and relevant sectors and stakeholders with an overview of the key elements for overarching, allhazard, multisectoral coordination for emergency preparedness and health security, informed by best practices, country case studies and technical input from an expert group.

The 2019 Gender Report is based on a monitoring framework first introduced in the 2016 Global Education Monitoring Report. In addition to focusing on gender parity in education participation, attainment and learning achievement, the framework examines broad social and economic contexts and key education system characteristics.

During this webinar, panelists shared a suggested taxonomy and related definitions for the range of alternative education programming, followed by three case studies from Lebanon, the Democratic Republic of Congo, and the Philippines.

This common messaging initiative represents a strategic opportunity to foster dialogue and raise attention to the gendered impacts of COVID-19, advocate for strategies to respond to the gendered dimensions of this crisis, and look ahead to the safe reopening of schools through a gendered lens.

This note aims to provide recommendations for education partners based on the Education in the Emergency checklist and the World Health Organisation guidance on using CVA for COVID-19. 

The Nuba Mountains region of Sudan exemplifies a critical gap in education aid for marginalized communities affected by civil war. This case study presents an overview of the conflict in the Nuba Mountains, the gap in international aid coverage, and the education needs.

The goal of the Covid 19 response is to ensure continued learning and psychosocial wellbeing during the pandemic and create conducive environment for resumption of teaching and learning for children affected by the Covid 19 outbreak.

This guide builds on the UN Framework for Reopening Schools, giving concrete actions that can be taken at the community and school level to operationalize these global policy recommendations

The Caregiver Support Intervention (CSI) aims to strengthen parenting by lowering stress and improving psychosocial wellbeing among refugee parents, while also increasing knowledge and skill related to positive parenting. We describe the findings of a two-arm pilot randomized controlled trial of the CSI with Syrian refugees in Lebanon. The primary aim was to test the feasibility of our study methodology prior to conducting a definitive RCT.

This INEE infographic highlights key challenges faced by women and girls during the COVID-19 pandemic and provides guidance on how to address these challenges in a gender-sensitive manner, by applying a gender lens to COVID-19 preparedness, response, and recovery.  

This research brief is one of a series that explores the impact of COVID-19 on education. It focuses on the potential parental role in learning and its association with foundational reading and numeracy skills.

This report explores lessons from conflict and education in emergencies (EiE) seeking evidence-informed recommendations for policy makers that can help in the global response to Covid-19. The report explores transferability from EiE contexts to non-EiE Covid-19-affected contexts.

This brief presents guiding principles to safeguarding during COVID-19 and a non-exhaustive list of risks, suggestions and resources on how to manage those risks to ensure children are as safe as possible during COVID-19 response.

It is intended for school feeding programme managers responsible for the overall quality and safety of the food provided in schools, and for the people responsible in designing training for cooks and food handlers at school level. The reader learns basic food safety principles and good practices for the selection, storage, preparation, and serving of food.

This series of tip sheets guides users through the EiE data world, helping practitioners and policymakers use, find, and interpret data for EiE.  

Evidence is already playing a key role in shaping our responses to COVID-19. But at the same time that the pandemic creates opportunities to broaden evidence use, it also raises numerous challenges for those working to collect, analyse, and synthesize data.

The ninth webinar of the INEE COVID-19 webinar series formally launched the INEE Technical Note on Education During the COVID-19 Pandemic. Based on the INEE Minimum Standards, this practitioner-oriented publication is aligned with the various phases of response to the pandemic with key actions, suggested tasks, and practical resources highlighted throughout.

All children and young adults require support from caregivers during times of stress and uncertainty, such as those we are facing now with the spread of the coronavirus (COVID-19). 

These documents include guidance on WASH in schools, COVID-19 WASH in schools and WASH upon return to school.

ABRACADABRA, A Balanced Reading Approach for Children Always Designed to Achieve Best Results for All, is a highly interactive, early literacy web-based tool that supports beginning readers through 33 engaging activities linked to 20 stories of different kinds.

This webinar focused on addressing gender equity in education in emergencies during COVID-19. EiE actors will highlight the challenges faced by women and girls, men and boys during the pandemic and provided practical recommendations and examples of gender-responsive support. Panelists applied a gender lens to distance learning and social and emotional learning (SEL).

This paper offers a global framework for youth wellbeing in displacement, capturing the multi-dimensional and complex nature of the concept. It presents three case studies that use the framework to explore youth wellbeing in context, which can provide a starting point for individuals and organisations to examine youth wellbeing in their specific context.

This resources includes a set of guidance and key messages and actions for COVID-19 Prevention and Control in Schools. It has MHPSS section that briefly mentions ways teachers can take care of their wellbeing. 

UNESCO issue note no.2.2 calling for the support of teachers wellbeing in times of crisis (including COVID-19).

This brief is addressed to educators who face the stresses of the coronavirus pandemic and the resulting school closures, online service provision, and quarantine conditions. The brief offers practical information and guidance on self-care in these challenging times.

Given the central role teachers play in student learning, this note outlines three key principles to help governments and their development partners in supporting teacher effectiveness during and in the aftermath of COVID-19. It discusses these principles in relation to the three phases of the World Bank’s COVID-19 education policy response.

This study responds to the following questions: What are the intrinsic and extrinsic characteristics which encourage the use of evidence in government ministries?; How do governments mandate for an enabling environment around evidence and the decentralisation of decision making?; Where do effective research departments tend to be positioned within government departments/ministries and how are their relationships with other units established and maintained?; and What best practice exists with respect to strategies, tools and techniques, and policies for evidence uptake?

This study explores how teacher educators develop digital fluency as a key competence in the contemporary world. The study established dimensions of digital fluency as a concept through reviewing the literature. The study was qualitative, with data collected through interviews with ninety educators, including the management of university schools of education.

This second volume of the NISSEM Global Briefs addresses the theme of pedagogy, practice and materials. At the junction of SDG Target 4.7, SEL, and education in post conflict and low-resource settings, the NISSEM Global Briefs are a key resource for current research and practice.