Resources

Authors Benjamin Piper, Sarah Dryden-Peterson, Vidur Chopra, Celia Reddick, and Arbogast Oyanga reveal that literacy outcomes for youth in the lower primary grades who live in Kakuma refugee camp are lower than those of their disadvantaged peers in a nearby host community.

Author Jihae Cha finds that a sense of belonging at school is the strongest predictor of academic motivation among 664 primary school students living in Kakuma refugee camp.

Authors Tejendra Pherali, Mai Abu Moghli, and Elaine Chase argue that teachers can support refugee students’ future trajectories more effectively when their local knowledge, capacities, and creativity are mobilized.

Authors Zeena Zakharia and Francine Menashy suggest that a surge in corporate support of refugee education has increased the private authority of corporate actors in education in emergencies policy spaces.

In this review of the 2019 "Global Education Monitoring Report," Bethany Mulimbi gives an overview of the report, including the multiple ways education and migration relate to each other.

In this review of Peace Education: International Perspectives, edited by Monisha Bajaj and Maria Hantzopoulos, Samira N. Chatila provides an overview of the importance of peace education in supporting peacebuilding in emergencies and defines the link between peace education and violence.

In this review of Rachel Wahl's Just Violence: Torture and Human Rights in the Eyes of the Police, Amit Prakash highlights the author's attempt to go beyond the binaries often associated with human rights and torture.

The COVID-19 Learning Pathway aims to enable humanitarians, including local responders, to be best equipped to respond to the global pandemic COVID-19 (Coronavirus).

The purpose of this guidance note is to give partners ideas of how they can continue to support learners during this period when schools are closed.

At this critical time, it is vital that international governments and donors increase funding to enable children in Uganda to continue learning. The closure of 51,000 institutions to prevent COVID-19 has left 15 million children out of school and facing increased risk of violence, exploitation and abuse. Closing schools must not mean suspending learning.

UNFPA technical brief on protecting sexual and reproductive health and rights, and promoting gender equality during the COVID-19 pandemic. 

This note aims to provide practical support to Gender-Based Violence (GBV) practitioners to adapt GBV case management service delivery models quickly and ethically during the current COVID-19 pandemic.

While other critical needs such as health, water and sanitation are being responded to, educational needs cannot be forgotten and these have an equally detrimental impact if left unaddressed. The ‘pile-on effect’ of the coronavirus is that, during the global COVID-19 pandemic, interruptions to education can have long term implications -- especially for the most vulnerable.

This national COVID19 emergency response plan document aims at presenting the MoE Palestine planned preparedness and response measures to ensure students safety, psychosocial wellbeing and continuity of transferring knowledge and information to all student both in Gaza and West Bank.

This joint note intends to provide government decision makers, school administrators/staff and partners with preliminary guidance on how to support, transform or adapt school feeding (in the short term) to help safeguard schoolchildren’s food security and nutrition during the COVID-19 pandemic.

The Global Education Cluster's response framework template contextualized to COVID-19

This webinar was the first in a series related to the COVID-19 pandemic - to orient EiE practitioners to INEE’s online collection of COVID-19 tools, resources, and guidance. We were joined by a panel of senior education staff from various organizations who discussed core resources and responded to questions and requests from webinar participants. 

The impact of mass media interventions (including radio) is mixed. Systematic review evidence points to small to medium impacts on knowledge outcomes and reduction of a limited set of high-risk behaviors. The systematic literature focuses on health multi-component interventions often implemented in low to middle-income settings.

INEE and the Global Education Monitoring (GEM) Report hosted a virtual consultation on the 2021 GEM Report on non-state actors in education on Wednesday, 25 March 2020.

An illustrated book about a flying scientist who visits a young child worried about coronavirus.

A sample joint education needs assessment for schools that closed during a health emergency (Ebola).

COVID-19 is quickly changing the context in which children live. Prevention and control measures such as school closures (as announced or implemented in 100 countries) disrupt children’s routine and support structures. As a response, the Alliance hosted a webinar to introduce their new Technical Note: Protection of Children during the COVID-19 Pandemic. 

To support Government efforts to contain the disease and prevent further spread, the ICCT has developed this COVID-19 Multi-Sector Country Plan that outlines the strategic response approach to the outbreak for the next three months (April-June 2020).

Akili and Me is a preschool show aimed at teaching 3 to 6-year-olds pre-literacy, numeracy, English as a second language and socio-emotional skills critical to early childhood development. The star of the show is Akili, a smart, adventurous girl living on the foothills of Mt. Kilimanjaro, with a big secret.

A digital repository of multilingual stories for children from Pratham Books. Now, every child can have access to an endless stream of stories in her mother tongue to read and enjoy.

The African Storybook website has thousands of openly licensed free picture storybooks in the languages of Africa for children’s literacy, enjoyment and imagination. It also has tools for the translation, adaptation and creation of picture storybooks for children aged two to ten (early childhood and first three years of primary school).

Learn how to teach your students online.

This paper discusses the different roles played by public education institutions to ensure continuity of education during emergencies in Gaza Strip, in addition to the explanation some of the proposed solutions and means to guarantee the educational process.

UNICEF is committed to ensuring gender equality is at the heart of our COVID-19 response, especially as it pertains to front-line service delivery, system-strengthening support, and advocacy and communications. We continue to work alongside our United Nations sister agencies, government partners, civil society collaborators and private-sector allies.

IDA has compiled this list of the main barriers that persons with disabilities face in this emergency situation along with some practical solutions and recommendations. This document is based on inputs received from our members around the world aiming to assist global, regional, national and local advocacy to more efficiently address the range of risks persons with disabilities face.

The closure of schools not only disrupts education, but also access to food programmes, social support, personal assistance or medical care, often accessed through schools. Children are at increased risk of child protection issues without the protective and social environment of a school, and linked services.

This guidance provides an overview of the risks assosciated with disease outbreak that could cause children to be left without appropriate parental care, and provides scenearios for where children may be identified as separated in Iraq due to issues related to COVID-19.

Women, the elderly, adolescents, youth, and children, persons with disabilities, indigenous populations, refugees, migrants, and minorities experience the highest degree of socio-economic marginalization. Marginalized people become even more vulnerable in emergencies.

Below is the recording and presentations of the webinar hosted by INEE and the Global Education Monitoring on the 2019 GEM Report on Migration, displacement and education in the Arab States on Wednesday, 18 March 2020.

This framework represents Save the Children's planning assumptions and priority areas for implementation over four phases of programming: Preparedness, Initial Response, Large-Scale Response, and Recovery. Each phase is defined by the specific scenario in-country (and in-community) and the overall objectives by Phase.

Advocacy brief on the emerging gender impacts of the coronavirus (COVID-19) outbreak and recommendations for gender-sensitive interventions.

This briefing note summarises key mental health and psychosocial support (MHPSS) considerations in relation to the 2019 novel coronavirus (COVID-19) outbreak.

This rapid research query summarises the evidence of the COVID-19 pandemic on violence against women and girls (VAWG), as well as other similar epidemics.

This guidance note is for UNICEF staff to help them in their preparedness and response to the current COVID-19 global pandemic. It provides an overview of Infection Prevention and Control and its intersection with water, sanitation and hygiene and how staff can help prevent infection and its spread in schools, through human to human and by touching surfaces contaminated with the virus.

This document indicates different impacts and a series of recommendations so that decision makers can integrate the gender perspective as the key for an effective response to COVID-19 that integrates the needs of women and girls in Latin America and the Caribbean.

This document provides HelpAge International staff, network members and partners with key messages to advocate for the effective inclusion of older people in preparedness planning and ongoing responses to the Covid-19 pandemic.

These mental health considerations were developed by the WHO’s Department of Mental Health and Substance Use as messages targeting different groups to support for mental and psychosocial well-being during COVID-19 outbreak.

A list of the best contingency planning and emergency preparedness resources, which could be adapted by schools to prepare for COVID-19.

A framework for contingency planning, risk reduction, preparedness and response to COVID-19 in regards to education.

This summary offers initial observations and answers to key questions for the sector. This document will be updated periodically, as needed, to reflect evolving understanding around COVID-19 and its impact on the education sector.

This document aims to provide some key considerations for the leadership of education clusters and humanitarian coordination groups in order to have a more inclusive and localized response to the COVID-19 global emergency.

The purpose of this document is to provide clear and actionable guidance for safe operations through the prevention, early detection and control of COVID-19 in schools and other educational facilities. The guidance, while specific to countries that have already confirmed the transmission of COVID-19, is relevant in all other contexts.

The most important advice is for all schools to encourage their students to maintain good hand and respiratory hygiene to remain safe. School proprietors, headmasters, and head mistresses must ensure that students have access to clean water and soap at all times while on the school premises.

This study assesses digital fluency among university teacher educators given its relevance in education industry.

This study aims to understand the ways schools and their teaching staff try to provide an adequate and safe environment for students, and how the involvement of the education community contributes to the performance of the school and the inclusion of students who live in insecure settings.