Resources

This issue of FMR includes 29 articles on Education, and two ‘general’ articles

A study of playful integrated pedagogies that foster children’s holistic skills development in the primary school classroom

This research paper looks at several case studies of MHPSS interventions in both the emergency and formal education settings in an attempt to evaluate a various range of MHPSS interventions and their impact on children learning outcomes. Each case study will emphasize WHO, HOW, OUTCOME, and SHOULD HAVE of a specific intervention or project to conduct a prompt analysis of their impact

In light of the Grand Bargain cash commitment to develop an evidence base for assessing costs, benefits, impacts and risks of CVA, the Global Education Cluster (GEC), with a financial contribution from DG-ECHO and technical support from NORCAP has set out to build evidence around CVA for EiE.

This paper addresses the role of instant messaging chat groups to support teacher training and gender equity initiatives in Kenyan refugee camps.

In early 2019, the Journal on Education in Emergencies (JEiE) hosted informational webinars, geared especially for scholars from the Global South, about submitting and publishing research manuscripts and field notes with JEiE.

The Abidjan Principles are a reference point for governments, educators and education providers when debating the respective roles and duties of states and private actors in education. They compile and unpack existing legal obligations that States have regarding the delivery of education, and in particular the role and limitations of private actors in the provision of education.

The INEE Strategic Framework 2018-2023 guides the network - all individual and organizational members - to play an ever more effective role in the delivery of quality, safe, and relevant education for all those affected by emergencies and protracted crises.

This Guide is a summary based on the UNICEF Guidance for Risk-Informed Programming (GRIP), with some updates, and is for use by UNICEF staff in support of partners.

This briefing paper addresses the four-year long armed conflict in Yemen and its impact on the country's educational system. 

This report aims to understand more about the intersection between humanitarian crises, gender, age and education, paying close attention to gaps in secondary education. Where data permits, we explore the impact that humanitarian crises have on adolescent girls’ educational attainment, how this contrasts to that of adolescent boys, and how results differ between geographies.

This guide represents an effort to add greater effectiveness, inclusive participation, and diversity of perspective to the PVE recommendations and resources currently available.

Emergency-affected people are first and foremost to be viewed as active participants in improving individual and collective well-being, rather than as passive recipients of services that are designed for them by others. Thus, using community-based MHPSS approaches facilitates families, groups and communities to support and care for others in ways that encourage recovery and resilience

This webinar, hosted by the INEE Advocacy Working Group discussed running successful advocacy campaigns for education in emergencies - using a human rights based approach. AWG members shared their knowledge and experiences developing and using advocacy strategies both on a national and international level and highlighted successful campaigns on several topics.

The purpose of Lessons Learned for Peace is to share UNICEF’s experience in conducting conflict analyses as a prerequisite for social services programming in fragile and conflict-affected contexts.

This report aims to identify the key needs of these different groups, current good practice and potential gaps in programming, and consider the ways that the British Council and its partners can further develop language-education programmes to build capacity during times of protracted crisis.

The Global Compact is the first inter-governmentally negotiated agreement, prepared under the auspices of the United Nations, covering all dimensions of international migration in a holistic and comprehensive manner

The Addressing Education in Northeast Nigeria project provides coaching and mentoring support that uses a balanced model off both "soft" and "hard" techniques.

This training workshop consists of four two-day training sessions equipping teachers and school administrators to care for students effectively and ensure that they receive the psychosocial support they need in order to recover from crisis and return to school.

If you are looking to improve your advocacy skills, take action in your community, or help your organisation or group to start a campaign, this toolkit is for you. Through step-by-step guidelines this toolkit will provide you with the support you need.

This technical note synthesizes information on UNICEF’s approach to MHPSS, and references existing MHPSS operational guidance and standards that are detailed across sectors.

The Roadmap for Safer and Resilient Schools is a step-by-step guide intended to provide support to governments of developing countries that are exposed to natural hazards. Specifically, it focuses on the design of intervention strategies and investment plans to make schools safer and resilient at scale. The guide also encompasses the recovery and reconstruction of school facilities affected by disasters.

This publication presents the global monitoring indicators used by countries and the international development community to monitor progress towards Sustainable Development Goal 4 (SDG 4) on education. The indicators were produced by the UNESCO Institute for Statistics (UIS), based on the latest available data.

The 2019 edition of the SDG 4 Data Digest reinforces the need for the robust data that are crucial to reach the global targets for education. These targets are still achievable if the necessary political will is mobilised, backed by concrete resources. Education systems only function effectively if their strategies, approaches and funding are built on the solid foundations of data. The Digest aims to support countries as they strengthen these foundations to produce the data needed for international reporting, as well as for their own education priorities.

This series of briefs summarizes the learning that emerged from two regional workshops on approaches to prevent and respond to school-related gender-based violence (SRGBV).

Provides a framework to guide policymakers and practitioners in designing school violence prevention programmes and strengthening response actions. The prevention model is based on eight evidence-based standards and is accompanied by a monitoring approach with a set of proposed indicators for school, district and national levels.

World Around You is an open source, web-based authoring platform that allows for the creation and distribution of multilingual signed stories with written text across the Internet.

In this report, the authors analyze technology uses, needs, and gaps, as well as opportunities for better using technology to help displaced people and improving the operations of responding agencies. The authors also examine inherent ethical, security, and privacy considerations; explore barriers to the successful deployment of technology; and outline some tools for building a more systematic approach to such deployment.

This Note provides practical guidance to national governments about key priorities for the education sector following a major disaster or crisis. 

The purpose of Lessons Learned for Peace is to share UNICEF’s experience in conducting conflict analyses as a prerequisite for social services programming in fragile and conflict-affected contexts

The AEWG’s goal is to improve the quality of AEPs through developing guidance and tools to support a more harmonized, standardized approach to Accelerated Education. This Brief illustrates AEWG's role in Accelerated Education, and their three major working areas for 2019. 

This report collects recent and historic examples of laws, court decisions, military orders, policies, and practice by governments, armed forces, non-state armed groups, and courts aimed at protecting schools and universities from use for military purposes.

The Toolkit promotes and provides guidance on how to create an inclusive, learning-friendly environment (ILFE), which welcomes, nurtures, and educates all children regardless of their gender, physical, intellectual, social economic, emotional, linguistic, or other characteristics.

The toolkit is designed to be used by Child Safeguarding Country Leads and Focal Points, deployable Safeguarding/PSEA staff, and humanitarian/operational managers with responsibility for safeguarding.

The world is a third of the way towards the deadline of the 2030 Agenda for Sustainable Development, which includes the fourth Sustainable Development Goal on education, SDG 4. But it is behind on its commitments. This joint publication captures concisely how far the world is from achieving its education targets.

Drawing on original data from a 14 country study and three in-depth country case studies, we identify three models of inclusion in refugee education: shared space, geographically separate space, and temporally separate space.

This handbook was developed to guide action on ensuring full compliance with the right to education. The handbook will also be an important reference for those working towards the achievement of SDG4, by offering guidance on how to leverage legal commitment to the right to education as a strategic way to achieve this goal. 

This guidance developed by the European Commission's humanitarian affairs department (DG ECHO) is conceived as a tool to reach the goal of combatting discrimination based on disability. 

This course has been designed to support you in understanding, planning for and using the Washington Group Questions (WGQs) to identify persons with disabilities in humanitarian action.

The purpose of this discussion paper is to investigate the youth challenge in the CVE field. It probes the role youth play in CVE and suggests recommendations for enhancing CVE’s effectiveness. The paper also examines youth with reference to violence, conflict, the state, and struggles to achieve adulthood.

This report is the outcome of the roundtable discussions centred on identifying obstacles and generating practical recommendations and concrete next steps for collaboration. The various sessions featured field-based success stories and rich group discussions around a shared, child-centric vision and way forward.

Conflict makes life harder for children with disabilities. It also creates new ones. That's why our humanitarian work supports all children, including those with disabilities.

This article explores the impact of global policy shifts toward ‘national integration’ on schooling for refugee youth in Kenya. This study responds to calls for deeper sociological attention to education and global migration, as states expand educational opportunities for refugee populations while negotiating educational rights amongst citizens.

This report covers the five-year period from January 2013 to December 2017. The previous edition included profiles of 30 countries that had experienced at least five incidents of attacks on education in which students or education personnel were harmed, including at least one direct attack or one person killed, between 2009 and mid-2013.

The following is a set of recommendations for states to consider when seeking to implement each commitment within the Safe Schools Declaration in a way that will better protect women and girls.

The 106-page report is based on interviews with 119 victims and eyewitnesses of attacks on schools and education, including survivors of the three largest school abductions in Nigeria: Chibok (April 2014), Damasak (November 2014), and Dapchi (February 2018)

This compendium explores the nature of conflict as a barrier to development and the potential of education as a bridge to peace. Designed for the benefit of education and peacebuilding practitioners, as well as other social service providers, it discusses a wide range of emerging conflict-sensitive (‘do no harm’) and peacebuilding (‘do more good’) strategies.

This Technical Note aims to help guide programming intended to prevent and address the recruitment and use of children by armed groups in today’s conflicts.

This paper reviews global progress toward the recognition of qualifications and of prior learning at all education levels and identifies examples where countries have made special provisions for migrants and refugees.

This OECD-UNHCR mapping exercise examines the use of a subset of complementary pathways for admission by refugees to third counties, focusing on non-humanitarian regular entry visas granted for family, study or work purposes in OECD destination countries since 2010.