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1 March 2020 Research Publication
To Move Mountains

Education as the weapon for the future: A qualitative study of education needs in the Nuba Mountains of Sudan

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.

1 March 2020 Emergency Response Plan United Nations Office for the Coordination of Humanitarian Affairs (OCHA)

Ukraine 2020 Humanitarian Response Plan for the COVID-19 Pandemic

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.

29 February 2020 Manual/Handbook/Guide Sphere Project

The Sphere standards and the Coronavirus response

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)

Beyond Academics: New Measures for Social-Emotional Learning, Mental Health, and Implementation Quality

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.

26 February 2020 Assessment
Queen Mary University of London (QMUL), Institute for Development, Research, Advocacy and Applied Care (IDRAAC), Médecins du Monde (MdM)

Screen for Child Anxiety-Related Disorders - Child, 18-item version (SCARED-18Sy) - Lebanon

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.

26 February 2020 Assessment
Queen Mary University of London (QMUL), Institute for Development, Research, Advocacy and Applied Care (IDRAAC), Médecins du Monde (MdM)

World Health Organization Disability Assessment Schedule for Children

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.

26 February 2020 Assessment
Queen Mary University of London (QMUL), Institute for Development, Research, Advocacy and Applied Care (IDRAAC), Médecins du Monde (MdM)

Strengths and Difficulties Questionnaire - Parent (SDQ-Parent) and Impact Supplement (SDQ-Parent-Impact) - Lebanon

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.

25 February 2020 Assessment
Queen Mary University of London (QMUL), Institute for Development, Research, Advocacy and Applied Care (IDRAAC), Médecins du Monde (MdM)

World Health Organization Disability Assessment Schedule for Children - Parent-report (WHODAS-Child-Arabic: Parent-report) - Lebanon

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. 

10 February 2020 Report Global Education Cluster, Inter-agency Network for Education in Emergencies (INEE), United Nations High Commissioner for Refugees (UNHCR)

Education in Emergencies Guidance and Tools Survey Results and Analysis

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.

1 February 2020 Report United Nations High Commissioner for Refugees (UNHCR)

Global Trends: Forced Displacement in 2019

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.

1 February 2020 Website United Nations Educational, Scientific and Cultural Organziation (UNESCO)

UNESCO Qualifications Passport

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.

31 January 2020 Report
Inter-agency Network for Education in Emergencies (INEE)
Unbounded Associates

Academic Learning Measurement and Assessment Tools in Education in Emergencies: Identifying, Analyzing, and Mapping Tools to Global Guidance Documents

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.

31 January 2020 Report Harvard Graduate School of Education, Inter-agency Network for Education in Emergencies (INEE)

SEL and PSS Measurement and Assessment Tools in Education in Emergencies: Identifying, Analyzing, and Mapping Tools to Global Guidance Documents

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.

1 January 2020 Training Material Jesuit Refugee Service (JRS)

JRS MHPSS Teacher Training Modules

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. 

1 January 2020 Journal Article
Child & Adolescent Development

Sector-wide analysis of early childhood development and education in emergencies in Colombia and considerations to strengthen systems globally

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.

1 January 2020 Manual/Handbook/Guide World Food Programme (WFP)

WFP School Feeding Strategy 2020 - 2030

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

Guidance note on developing a crisis-sensitive teacher policy

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.

1 January 2020 Manual/Handbook/Guide
GSMA

Human-centred design in humanitarian settings: Methodologies for inclusivity

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. 

18 December 2019 Journal Article
Journal of Intervention and Statebuilding

The Rise of Resilience in Education in Emergencies

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.

16 December 2019 Project Brief
Moving Minds Alliance

Supporting the Youngest Refugees and Their Families

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.

16 December 2019 Case Study Inter-agency Network for Education in Emergencies (INEE)

Promising Practices in Teacher Management, Professional Development, and Wellbeing

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.

16 December 2019 Journal Article Journal on Education in Emergencies (JEiE)

Asking “Why” and “How”: A Historical Turn in Refugee Education Research

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.

16 December 2019 Journal Article Journal on Education in Emergencies (JEiE)

Bureaucratic Encounters and the Quest for Educational Access among Colombian Refugees in Ecuador

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.

16 December 2019 Journal Article Journal on Education in Emergencies (JEiE)

Book Review: Muslims, Schooling and Security: Trojan Horse, Prevent and Racial Politics by Shamim Miah

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.

16 December 2019 Journal Article Journal on Education in Emergencies (JEiE)

Book Review: 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

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?”

16 December 2019 Journal Article Journal on Education in Emergencies (JEiE)

Book Review: Developing Community-Referenced Curricula for Marginalized Communities by David Baine

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.