The people of the Nuba Mountains in Sudan have been under conflict for decades. This conflict has left the people of Nuba lacking many resources, including education support. Due to the nature of the conflict, access to the region is challenging. Still, the education organization, To Move Mountains, was able to conduct qualitative research with two communities within the conflict zone.
This paper, based on lessons learned and analysis of prior public health crises in the developing world and humanitarian settings, aims to help ensure COVID-19 mitigation and response efforts take gender into account in appropriate and meaningful ways.
The following Humanitarian Response Plan for the COVID-19 pandemic seeks to set out activities that will be undertaken by humanitarian actors in Ukraine over the course of 2020 to respond to the public health impact of the epidemic – as well as the indirect, socio-economic impact on people’s well-being, which will span across many areas.
Sphere collates and disseminates emerging practice and evidence in the Coronavirus response and released a four-page document guiding you through the relevant parts of the Sphere Handbook.
27 February 2020
INEE Webinar
Inter-agency Network for Education in Emergencies (INEE), International Rescue Committee (IRC), New York University (NYU)
A webinar on the MENAT Measurement Library’s newly-added measures! The measures featured during this webinar provided information on social and emotional learning (SEL), mental health and program implementation quality, and are relevant to educational and psychosocial programs in fragile contexts.
The Center for Epidemiological Studies Depression Scale for Children, 10-item version (CES-DC-10Sy) is a 10-item questionnaire designed to screen for symptoms of depression.
The Screen for Child Anxiety-Related Disorders - Child, 18-item version (SCARED-18Sy) is a child self-report instrument used to screen for childhood anxiety disorders, including general anxiety disorder, separation anxiety disorder, panic disorder and social phobia.
The World Health Organization Disability Assessment Schedule for Children (WHODAS-Child-Arabic) is a disability assessment instrument based on the WHO’s International Classification of Functioning, Disability and Health for children and youth.
The Strengths and Difficulties Questionnaire (SDQ) is a brief screen for child psychiatric disorders designed for children aged 4-17, with subscales measuring emotional problems, conduct problems, hyperactivity, peer problems, and prosocial behaviour.
The World Health Organization Disability Assessment Schedule for Children - Parent-report (WHODAS-Child-Arabic: Parent-report) is a disability assessment instrument based on the WHO’s International Classification of Functioning, Disability and Health for children and youth.
23 February 2020
Manual/Handbook/Guide
International Federation of Red Cross and Red Crescent Societies (IFRC), United Nations Children's Fund (UNICEF), World Health Organization (WHO)
The current COVID-19 outbreak has provoked social stigma and discriminatory behaviours against people of certain ethnic backgrounds as well as anyone perceived to have been in contact with the virus.
To address the growing need for AEPs, in 2021 the AEWG will engage more directly with national policy makers and key donors who are shaping, or have the potential to shape, the structural conditions within which AEPs operate.
This Guide is Part 1 of this Toolkit, and focuses on providing key information on the theory of EiE – what it is, why we do it and when we do it – as well as topline information on PIN’s approach to EiE and practical guidance on how to improve the quality of education programming through key cross-cutting themes.
This Guide is Part 2 of the Toolkit; it walks you through the step-by-step process of setting up an EiE response, from understanding the education needs to deciding the types of activities to include and the best practices for delivering these activities in a quality way.
10 February 2020
Report
Global Education Cluster, Inter-agency Network for Education in Emergencies (INEE), United Nations High Commissioner for Refugees (UNHCR)
As part of the Global Partners’ Project, INEE conducted a review of existing data sources, tools and products available for use in EiE planning, coordination and response. Through a network-wide survey, INEE looked at the availability and accessibility of tools and guidance for EiE technical programming and planning, as well as tools and data sources for EiE coordination.
Bloom's Book Library offers books from around the world for you to read or translate into a local language. With a single click, shell books are downloaded to your computer, ready to use even when you're offline.
At least 100 million people were forced to flee their homes during the last 10 years, seeking refuge either within or outside the borders of their country. Forced displacement and statelessness remained high on the international agenda in recent years and continued to generate dramatic headlines in every part of the world.
We examine the impact of an earthquake in Indonesia on children’s school and work activities and how the effect differs by access to credit. We find that the earthquake decreases education and increases child labor, but the effect is stronger for households with access to credit.
The UNESCO Qualifications Passport for Refugees is a standardized statement, which contains three parts – the assessment part, the explanatory part and the third part, concerning the way ahead. Although this document does not constitute a formal recognition or authorization or license to practice a certain profession, it summarizes and presents available information on the applicant’s educational level, work experience and language proficiency.
The purpose of this toolkit is to support the design and implementation of M&E Frameworks for specific accelerated education programmes in order to support learning and accountability.
This mapping of measurement and assessment approaches for academic learning in conflict and crisis, covers programmatic measurement approaches, global measurement frameworks, assessment tools, and monitoring and results frameworks, with the aim to map what quality and equitable education in emergencies constitutes and how it can be assessed at the program and individual learning levels.
A mapping of Social and Emotional Learning and Psychosocial Support (SEL and PSS) which covers programmatic measurement approaches, global measurement frameworks, assessment tools, and monitoring and results frameworks, with the aim to map what quality and equitable education in emergencies constitutes and how it can be assessed at the program and individual learning levels.
The intent of this package is to improve and ease the process of gathering and generating evidence. Critical to this is ensuring that when possible, needs assessments are joint in nature, utilizing the individual and comparative strengths of multiple organizations.
This 44-page document includes five 3-hour teacher training modules. Module 5 focuses on "Teacher Wellbeing." The resource was coincidentally made around the onset of COVID-19 but it addresses the larger need to support the psychosocial wellbeing of students, teachers, and the entire community, particularly in refugee settlements or other setting affected by protracted displacement.
The study outlines how the policy and program characteristics identified may represent levers or barriers to the effective operationalization of ECDEiE in Colombia. We discuss how these attributes could be considered in the trans-sectoral dialogue between ECDE and humanitarian actors with the aim of strengthening ECDEiE systems globally.
This 2020 Words into Action guide on Engaging Children and Youth in Disaster Risk Reduction and Resilience Building offers access to global expertise, communities of practice and networks of practitioners with specific advice on how to support and engage children and youth.
This manual provides information about MenCare 50:50 Facilitators, how to structure parenting groups, how to facilitate group sessions, and some useful general tips to use in sessions.
In this strategy WFP lays out how it will advocate globally, and work in partnership, to address gaps in guaranteeing a proper school health and nutrition response for children in schools. This document also explains the new approach to school feeding adopted by WFP, as a pillar of an integrated school health and nutrition response.
1 January 2020
Manual/Handbook/Guide
Education International, International Task Force on Teachers for Education 2030, International Labor Organization (ILO), United Nations Children's Fund (UNICEF), United Nations High Commissioner for Refugees (UNHCR), World Bank
The initiative intends to complement teacher policy development with the key provisions needed to ensure that a teacher policy will also be a crisis-sensitive policy.
This report documents the human-centred design process used in a project conducted in 2020 in Nairobi, Kenya. It includes research tools that can be used in other contexts, as well as the adaptations that were made to research tools to ensure they were inclusive. These tools are followed by the main lessons learned, and recommendations for others who want to implement a similar process.
This document presents some of the main considerations to keep in mind pertaining to Cash and Voucher Assistance (CVA) when conducting Education in Emergencies (EiE) needs assessments.
The intent of this Guide is to improve and ease the process of gathering and generating evidence. This guide includes information to support coordinated approaches to assessments and analysis.
This article explores how resilience as a concept is being increasingly mobilised within the Education in Emergencies (EiE) community. Using content and a close textual analysis, it identifies the concept's growth in prominence within key EiE documents arguing it has been employed to serve a range of different purposes.
This field note presents findings from an assessment conducted on the Little Ripples program, which was piloted with Burundian refugee children ages three to five who were living in Tanzania.
This field note provides insights into the implementation of a participatory design process and details the impact the participatory approach had on the design of a higher education program for refugees.
Early life experiences shape the architecture of the brain and lay the foundation for later development. The very youngest refugees† face compounding risks that threaten their long-term development and wellbeing. Still, the multi-dimensional needs of displaced infants, toddlers and those who care for them remain overlooked and underfunded.
This publication provides donors, policymakers, practitioners, researchers, and teachers with compelling examples of programs and practices that positively influence improvements in teachers’ work conditions and teaching practice.
This special issue of JEiE—the first of two parts—showcases research on important developments in the field of refugee education in a variety of regions and contexts.
This research article makes the case for a turn to historical approaches in refugee education research by providing an example of how historical methods were used to reconstruct a narrative timeline of the provision of education in Kenya’s Dadaab and Kakuma refugee camps.
Drawing from semi-structured interviews conducted with civil employees, NGO staffers, and Colombian refugees in Quito, Ecuador, in 2013 and 2014, this research article analyzes how access to school for Colombian refugee youth is shaped by the official and unofficial rules that regulate the formal education system.
This research article explores how being a teacher influences the experience of being a refugee and, conversely, how the experience of being a refugee influences the teacher’s role.
In this interview, Dr. Ozen Guven talks to Dr. Mary Mendenhall, Sonia Gomez, and Emily Varni about their research on teachers and teaching practices in contexts of forced displacement.
Aislinn O’Donnell reviews Muslims, Schooling and Security: Trojan Horse, Prevent and Racial Politics by Shamim Miah. She explores the book’s analysis of the “Trojan Horse controversy” in Birmingham, UK, and demonstrates how Muslims have been “othered” and securitized in schools.
Rachel D. Hutchins reviews International Perspectives on Teaching Rival Histories: Pedagogical Responses to Contested Narratives and the History Wars, edited by Henrik Åström Elmersjö, Anna Clark, and Monika Vinterek. She explores how the book addresses the perennial question, “How do, or should, teachers pedagogically engage with rival histories?”
Caroline Ndirangu reviews Developing Community-Referenced Curricula for Marginalized Communities by David Baine. Ndirangu demonstrates that the book provides a needed foundation for the field of refugee education, which is grappling with how refugee youth experience education in national education systems.
This report examines whether donor policies and humanitarian funding are keeping up with increased demand for education in emergencies, and whether there has been any progress towards addressing the recommendations in the first Walk the Talk-report.