The fourth webinar of the INEE COVID-19 webinar series focused on providing Psychosocial Support and Socio-Emotional Learning support for learners during COVID-19.
The goal remains preparedness and response planning to (1) reduce morbidity and mortality due to COVID-19 among school learners, teachers and schools stakeholder in North East Nigeria, (2) mitigate the school closure negative impact on children learning and teacher wellbeing and (3) ensure effective, inclusive and safe return to quality learning for learners, teachers and SBMCs.
This paper highlights steps to enhance CP-EiE collaboration, around the Humanitarian Programme Cycle. This guide provides a non-exhaustive list of minimum suggested actions and tips for collaboration between the two sectors.
When you are thrown into a crisis or exposed to it through what you hear and see from others directly involved, it doesn’t matter if it is a natural disaster, a war, violent demonstrations or a pandemic, your mind has a natural/normal response that is meant to protect you. However, sometimes that response makes you feel like you are not “yourself”.
The Global Digital Library collects existing high quality open educational reading resources, and makes them available on web, mobile and for print. The Global Digital Library currently offers resources in 43 languages, and by end 2020 the goal is to provide 100 languages.
This document contains suggested key indicators and examples of questions aiming to asses severity of the impact of Covid-19 on education systems and children ́s learning, as well as the current capacity to continue learning activities.
Based on the research and technical expertise gathered over decades of working with governments, including capacity development support, IIEP experts have put together some recommendations that will hopefully be of help and inspiration in these difficult times.
This note outlines how a well-coordinated planning and response can support the continuity of education services for children and young people, including supporting families and broader communities.
People experiencing social disadvantage and marginalization are known to be disproportionately impacted by ill-health. In the context of the COVID-19 pandemic, persons with disabilities may have increased risk for exposure, complications, and death.
The third webinar of the INEE COVID-19 webinar series focused on providing distance learning in low-resource and low tech environments. The webinar highlighted the challenges currently facing EiE practitioners in the face of the school closures and restricted movement associated with COVID-19.
We need to ensure that all learners’ rights and needs are met, through the effective provision of quality and inclusive education during this health crisis and crucially beyond.
This tipsheet identifies key, sector-specific GBV risks that we believe are likely to occur and/or be exacerbated during the Covid-19 response, along with recommendations on how to mitigate these risks.
This report uses insights from the 2014-15 Ebola epidemic and the 2008 global financial crisis to understand the short- and long-term consequences of COVID-19 for girls.
The report further recommends that ECD donors and advocates partner with governments to build capacity for sustainable ECD systems, rather than support one-off programs or NGO initiatives. Finally, there is a call for improved use of rigorous data (including human-centered design) to more effectively allocate resources to the degree of need at population, community, and family levels.
To support Government efforts to contain the disease and prevent further spread, the Education Cluster partners developed the COVID 19 preparedness and response strategy that outlines the joint strategic response approach to the outbreak for the next six months (April-Sept 2020).
This technical note sets out some of the key priorities and recommendations on how to mitigate those risks and promote positive online experiences for children.
In this webinar, INEE discussed two mapping exercises to facilitate shared understanding and alignment of quality and equitable learning outcomes across the education in emergencies sector and across the humanitarian-development nexus.
A self-care assessment with items addressing physical self-care (the body), psychological self-care (the mind), emotional self-care (emotions), relational self-care (relationships), spiritual self-care (the spirit), workplace and professional self-care (work), as well as a table to create a self-care plan to address teacher needs.
This report describes national policy and strategy responses for ensuring educational continuity in the context of widespread school closures implemented as a result of the COVID-19 pandemic. The study focuses on a selection of high-income and low-income contexts deemed to be of greatest interest to the EdTech Hub (including key stakeholders from DfE and DfID).
This report presents proposals for immediate action to support children and youth trapped on the Greek islands. It puts forward strategies to improve refugee education not just on the islands but on the Greek mainland, where 76,000 refugees have been transferred since 2015
This document provides the necessary guidelines to develop dissemination approaches based on local capacities and the efficiency of the systems, as well as for the dissemination and implementation of the guidelines / protocols, and the effective monitoring and evaluation of efforts.
The key messages for this annex summarize key mental health and psychosocial support considerations in relation to the 2019 new coronavirus outbreak. As well as general health and child protection services, schools can also provide critical support and play a role in the care, support and promotion of mental health and psychosocial support.
The materials presented in the document cover messages, activities and stories related to COVID-19, focused on the prevention of disease transmission and the promotion of healthy behaviors. They can be used as part of distance education and be integrated into educational activities of schools when they reopen their facilities.
This document povides clear guidelines on how to protect children and adolescents in and out of school (depending on whether schools are closed or open), in the context of the COVID-19 pandemic, including measures that should be implemented to mitigate the increase of violence against children and adolescents in both settings.
This document provides a brief overview of accelerated education as an important strategy to help students regain learning lost during the pandemic, as well as to integrate children and adolescents who were out of school before the pandemic.
The aim of this Technical Note is to support child protection practitioners and government officials in their immediate response to the child protection concerns faced by children who are at risk of separation or in alternative care during COVID-19 pandemic
These brief tips are for fathers, mothers or other caring adults supporting the wellbeing and learning of girls and boys affected by COVID-19 school closures. They are designed to compliment government-developed distance learning materials, where available.
The Awareness raising messages aim to provide basic knowledge on personal protective measures, as well as, messages on coping and overcoming stress during disease outbreaks like COVID19.
This webinar, the second webinar in a series related to the COVID-19 pandemic, focused on the importance of mental health and PSS and the current well-being challenges and pressures being faced by staff
This document identifies key ethical considerations (a) when undertaking evidence generation involving children during the mitigation stage of the pandemic (emergency phase) and (b) on subject matter relating to COVID-19 once the pandemic has been contained and containment policy measures, including lockdowns, have been lifted (post-emergency phase).
The games contained in this resource are focused specifically on developing a particular set of life skills, related to the COVID-19 crisis, that support children to stay healthy, stay active, take care of themselves and take care of one another, as well as skills for parents/caregivers.
This module focuses on the information it is important for you to have as a teacher to stay safe and to think about COVID in the school setting. It also helps you to think about your own wellbeing and feelings during this time and how you might cope.
The second part of the JEiE special issue on refugees and education focuses on opportunities and outcomes in refugee education as they connect to rights, funding actors, literacy, belonging, and teacher development.
In this editorial note, Sarah Dryden-Peterson, Jo Kelcey, and S. Garnett Russell—lead editors of the special issue—identify the key themes that emerge among the articles in JEiE Volume 5, Number 2.
This article highlights and advises on the issues that relate to adapting and updating previously developed Interactive Audio Instruction programs, including how to orient current audiences to listen and learn in new ways.
CARE recognises the efforts of governments and the United Nations (UN) system to minimise the human, health and socio-economic consequences of the unprecedented COVID-19 pandemic that is impacting individuals, communities and governments across the globe.
This emergency response plan for COVID-19 pandemic has been prepared in order to use the existing resources and capacity of MoE and through various innovative ways, continue the education service delivery to students at their homes.
This report aims at supporting education decision making to develop and implement effective education responses to the COVID-19 Pandemic. The report explains why the necessary social isolation measures will disrupt school-based education for several months in most countries around the world.
Inspired by the united solidarity and innovative experiences of millions of teachers and students, this handbook aims to define the term “flexible learning” with vivid examples and touching stories. It describes several implemented flexible online learning strategies during the COVID-19 outbreak.
This report is for humanitarians working in fragile contexts that are likely to be affected by the COVID-19 crisis.It seeks to deepen the current gender analysis available by encompassing learning from global gender data available for the COVID-19 public health emergency.
This book was a project developed by the Inter-Agency Standing Committee Reference Group on Mental Health and Psychosocial Support in Emergency Settings (IASC MHPSS RG). The project was supported by global, regional and country based experts from Member Agencies of the IASC MHPSS RG, in addition to parents, caregivers, teachers and children in 104 countries.
Authors Sarah Horsch Carsley and S. Garnett Russell identify why the three treaties that address refugees’ right to education are among the least enforceable in international human rights law.
