Resources

This guidance supports global efforts to improve the diets of children aged 6–23 months in all contexts. This Programming Guidance goes beyond feeding practices to articulate interventions and approaches for improving the availability, accessibility, affordability and consumption of nutritious and safe complementary foods.

This note builds on work done by ALNAP in 2016 on improving humanitarian coordination and the Global Protection Cluster and Global Education Cluster’s work on localisation.

Remote PFA during the COVID-19 outbreak is intended for Red Cross Red Crescent National Societies to guide them in setting up remote services for adults during a COVID-19 response.

This guidance note collates recommendations on capacity strengthening drawing from three regional workshops conducted by the Grand Bargain Localisation Workstream in 2019, including representatives of local and national NGOs, international NGOs, government and regional donors, and UN agencies.

Educational facilities and Temporary Learning Centres should not be used as temporary health facilities, markets and shelter to avoid the risk of contamination and delayed return to school.

On 15 March 2020, the Government of Jordan closed all schools, kindergartens and universities, impacting 2.37 million learners. In Jordan, the Syrian refugee population includes over 230,900 school-age children, though numbers of unregistered refugees in Jordan are much higher.

Due to COVID19, schools are closed for 85% of students worldwide. If countries act quickly, they can build education systems better after the pandemic so they are more prepared to deal with future shocks. 

This document provides guidance to policy-makers on measures to support teachers and education staff when schools reopen, during and after the COVID-19 crisis

This plan is mainly designed for learning and teaching environment continuity during the COVID19 and aim to develop an interactive distant learning and media channeled approaches to ensure learning continuity for all public school students during emergency, ensure accessibility and keep stimulating innovative practices and continuous improvement on long term to sustain those approaches.

Using data on access to technology from household surveys (MICS and DHS) and information on national education responses to school closures gathered from UNICEF education staff in over 120 countries, this brief explores potential promising practices for equitable remote learning.

With schools and education institutions closed in a majority of countries, there are critical issues for governments to take into consideration, as countries gradually begin to re-open early childhood institutions, schools and higher education institutions.

This Guidance Note has been developed to support parenting interventions for violence prevention, and includes an explicit focus on addressing the gender norms that underpin violence. It brings together the current evidence and emerging experience of the importance of supporting positive parenting in the prevention of and response to all forms of violence, with a focus on low- and middle-income countries.

This report provides a rapid summary of country-level responses to the management of school closures in 2020, with a focus on the needs of disadvantaged students and the role of technology.

This report provides a rapid evidence summary of the history, evolution, coverage, impact (successes and challenges) of remote learning in four countries with sustained prior experience, namely Bangladesh, Singapore, South Korea and the United States.

This report provides a rapid evidence summary of the impact of school closures on marginalised girls and presents strategies which involve elements of education technology to mitigate these negative impacts.

Since we know that data equals information and evidence, which is powerful in informing intervention, we went out to collect data on the status of remote learning among school-going children across the country.

A practical and user-friendly manual that will help in creating a constructive environment for the most vulnerable children and will help you improve your understanding, intervention and communication with them. 

Self-care is of an essential value in our everyday life especially for humanitarian aid and development workers, yet it is very often neglected and not treated as a matter of significance.

The seventh webinar of the INEE COVID-19 webinar series focused on Education in Emergencies advocacy during COVID-19.

Education should be explicitly listed as a priority in all revised Humanitarian Response Plans and response strategies.

The purpose of this document is to provide guidance to the Education partners in their response to the COVID-19 pandemic in Sudan. The document aims to provide recommendations for the preparedness and response.

This is a stress management guide for coping with adversity. The guide aims to equip people with practical skills to help cope with stress. A few minutes each day are enough to practice the self-help techniques. The guide can be used alone or with the accompanying audio exercises. Informed by evidence and extensive field testing, the guide is for anyone who experiences stress, wherever they live and whatever their circumstances.  

This webinar focused on ensuring inclusive education approaches during COVID-19.

The purpose of this review, produced by USAID's Data and Evidence in Education Programs (DEEP) activity, is to provide evidence on four effective distance learning modalities that can be implemented in USAID-recipient countries during and beyond emergencies.

Emergency responses to COVID-19 are intended to speed containment of the virus but can have devastating consequences for children if they ignore unique risks to their safety and fail to include specific child protection provisions. Protecting children from violence and exploitation can be life-saving during a humanitarian crisis like COVID-19, and governments should prioritize it as such.

This framework serves to inform the decision-making process on when to reopen schools, support national preparations and guide the implementation process, as part of the overall public health and education planning processes. Contextualization and continuous adaptation are necessary in order to respond to local conditions and meet each child’s learning, health and safety needs.

This document will assist you through the Interactive Audio Instruction (IAI) adaptation process by highlighting key considerations and suggesting solutions to common challenges. Its contents will help you define the parameters you will need to work within during this adaptation.

This guidance note aims to help UNICEF Education staff, Ministry officials and partners reflect on how to take account of learning through meaningful formative and summative assessment practices during the COVID-19 pandemic. It highlights general considerations and key actions that teachers, schools and Ministries of Education can undertake in the area of assessment to ensure the continuity of quality learning throughout the COVID-19 pandemic.

This document is the first in a series that will highlight emerging practices as UNHCR operations and their partners work to support continued education for displaced and refugee students during the pandemic.

In 2020-21 the AEWG have four areas of focus regarding improving accelerated education programme (AEP) quality.

This guidance outlines ways that Girls' Education Challenge projects should engage in communication methods from a safeguarding perspective.

This report aims to highlight one major initiative, the International Rescue Committee’s (IRC) implementation of the Reach Up and Learn program in the Middle East, and the ways in which this initiative is providing vital support to both children and their caregivers affected by the Syrian refugee crisis.

COVID-19 raises the potential for an increase in stigma, discrimination and rights violations against girls with disabilities in the countries in which the GEC operates – remember that existing barriers will still be there.

The Community-level Approaches to Child Protection in Humanitarian Action Reflective Field Guide aims to contribute to fostering more authentic community engagement in humanitarian child protection action.

This practitioner-oriented publication is designed as a living document that will be updated in response to changes in the learning and wellbeing needs of children, adolescents, youth, teachers, caregivers and other education personnel affected by COVID-19. 

The COVID-19 Response Plan for the occupied Palestinian territory (oPt) presents the joint strategy of the humanitarian community, including UNRWA, to respond to the public health needs and immediate humanitarian consequences of the pandemic in the West Bank, including East Jerusalem, and the Gaza Strip.

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

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

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

This guidance note aims to harmonize Education Cluster members’ response to the Covid-19 situation and schools’ closure in NWS to ensure students safety, psychosocial wellbeing and continuity of learning.

This document outlines the emerging impact of the COVID-19 crisis on young refugees’ education and wellbeing in the UK, based on RSN’s direct support work with young refugees in recent weeks. It also details recommendations to central government, local authorities and education stakeholders to help ensure that young refugees’ education and wellbeing is not forgotten during this crisis.

This interim guidance supplements the infection prevention and control (IPC) documents by summarizing WHO guidance on water, sanitation and health-care waste relevant to viruses, including coronaviruses. It is intended for water and sanitation practitioners and providers, and health-care providers who want to know more about water, sanitation and hygiene (WASH) risks and practices.

This strategy document is holistic and proposes measures to minimize and mitigate the impact of COVID-19 on learners, teachers and communities, while proposing ways to build back better and safer school environments

The IASC-endorsed Guidance for COVID-19 Prevention and Control in Schools is clear that the use of schools for Covid-19 related purposes should be avoided.

The webinar focused on support to teachers in crisis contexts during COVID-19.  Speakers highlighted the needs and challenges facing teachers at this time, shared practical recommendations and examples of how support can be provided, and provided key advocacy messages for championing teachers at this time. 

An overview and introduction to key tips and learning resources that families may consider to help their children continue to learn and grow while schools are closed during COVID-19 and an abbreviated set of 12 tips to provide parents and caretakers with a quick guide of suggested ideas and reflections to consider during COVID-19.

The EEF's rapid evidence assessment examines the existing research (from 60 systematic reviews and meta-analyses) for approaches that schools could use, or are already using, to support the learning of pupils while schools are closed due to Covid-19. 

This note provides guidance on using educational television programming as a form of remote learning to respond to school closures. It is corroborated by more than 40 examples of how countries are currently using television in response to COVID-19.

This framework outlines the objectives of this intervention, how learning will occur, the lesson delivery, the roles and responsibilities of the parents/guardians/siblings, learners, teachers and District/Municipal Education Officers (D/MEOs) and District and Municipal Inspectors of Schools (D/MIS’) and guidance on lesson preparation and delivery for radio and television.

This series addresses the needs of children during the COVID-19 pandemic by providing simple, but meaningful activities that reinforce emotional wellbeing. The podcasts give caregivers daily structure to enhance self-resilience and explore possibilities to support themselves and children of all age groups and learning stages.