This brief will detail why education and early childhood development (ECD) are exemplary areas for strengthened IDA21 investment in fragile, conflict, and violence (FCV) settings and how the World Bank can set out to achieve a lasting impact.
This report allows us to understand the key barriers to access and completion of secondary education, especially for girls, across the seven secondary schools in Kakuma run by JRS where we work as the UNHCR implementing partner for secondary education.
This diagnostic report summarizes the methodology and results of the systems analysis in Colombia, and provides a series of recommendations to strengthen the coherence of the Peruvian educational monitoring and evaluation systems for holistic learning outcomes.
This diagnostic report summarizes the methodology and results of the systems analysis in Peru, and provides a series of recommendations to strengthen the coherence of the Peruvian educational monitoring and evaluation systems for holistic learning outcomes.
INEE held a webinar on the conflict in Eastern Democratic Republic of Congo (DRC) and its impact on access to the right to education and pedagogical continuity. We heard from speakers on the current situation in Eastern DRC, its impact on education and protection, the Safe School Declaration, the right to education and opportunities for pedagogical continuity, and a needs analysis.
This report aims to shed light on the growing numbers of children out of school, the reasons behind dropouts, as well as the pressing need to prioritize children’s education amidst ongoing peace efforts, recognizing it as a fundamental step towards building a sustainable and prosperous future for the country.
This study examines the impact of integrating refugee children into host states’ education systems and localizing humanitarian responses on the authority and responsibilities distributed among global and local actors.
Faced with the under-prioritisation and underfunding of education in emergencies, members of the Geneva Global Hub for Education in Emergencies (EiE Hub) have come together to issue a statement which outlines why education should be a priority from the first day of a crisis.
Due to the current level of hostilities and insecurity, as well as the restrictions on providing meaningful follow-up support to children, it is not possible to conduct research meaningfully and responsibly on the same scale. However, given the concerns over the expected decline to children’s mental health and their ability to cope, Save the Children is presenting insights to its previous research.
This technical note proposes a two-part geospatial methodology for assessing risks related to natural hazards and the interaction between these and other factors (including local norms and laws on education), in order to better plan the location of schools using multi-criteria decision analysis (MCDA) techniques.
Drawing from a decade of experience in developing gamified Math content for Grade 1 – 3 learners in seven countries, Can’t Wait To Learn (CWTL) has now designed a full maths programme that can be used in the classroom with a level of standards that are flexible and adaptable to different curricula around the world.
12 March 2024
Manual/Handbook/Guide
MHPSS Collaborative
The training provides educators with the knowledge, skills and motivation to support their students’ mental health and wellbeing using play-based strategies.
This Case Study highlights the leadership of the Education in Emergencies Working Group (EiE WG) in Nigeria in monitoring and advocating for increased government-earmarked funding for education, particularly for girls’ safe access to education, including gender-targeted and GBV risk mitigation interventions.
The Democratic Republic of Congo (DRC) example shows how the Education Cluster leveraged OCHA’s strategic commitment to cross-cutting issues to increase Gender / GBV risk mitigation measures integration and enhance Education in Emergencies (EiE) response monitoring.
This learning brief provides tips on how to capitalize on enabling factors, bridge gaps, overcome challenges and adapt good practices to other contexts in collaboration with Gender and GBV experts.
This event convened multiple panelists involved in MHPSS. The webinar aimed to foster a safe space to hold a conversation around the unprecedented MHPSS situation in Gaza and catalyze efforts to address the mental health and psychosocial needs of the population affected by the war. The webinar featured local voices and representatives from UNRWA, UNICEF, the Education Cluster, Creative Associates International, among others.
Today we dive into the field of education in emergencies, highlighting its entanglements with colonialism, empire, and racial capitalism. My guest is Jess Oddy.
The report draws on the successes of the Ahlan Simsim initiative reaching millions of children and caregivers across the Middle East with the support they need to learn, grow and thrive. Experts involved with Ahlan Simsim have outlined crucial learnings and recommendations for what it takes to deliver innovative solutions in the most complex settings and to sustain impact for children.
The Core Humanitarian Standard on Quality and Accountability (CHS) sets out nine commitments to ensure that organisations support people and communities affected by crisis and vulnerability in ways that respect their rights and dignity and promote their primary role in finding solutions to the crises they face.
28 February 2024
INEE Webinar
Education Research in Conflict and Protracted Crisis (ERICC) Consortium, Inter-agency Network for Education in Emergencies (INEE)
This event brought together experts to engage in dialogue on data needs in education in conflict and crisis education, as data issues play a crucial role in driving evidence-based educational decision-making and the design of policies and programs in response to the needs of children in these settings.
The first edition of the new biennial Teacher Task Force and UNESCO Global Report on Teachers focuses on the global teacher shortage that hinders the achievement of SDG4 and the Education 2030 agenda.
This report provides an overview of what the International Committee of the Red Cross (ICRC) does to protect and ensure safe access to education in places affected by armed conflict and other violence.
Setting SDG 4 benchmarks is a novel process. It has involved countries specifying their contribution to the achievement of the global targets based on their national plans and policies. This report focuses on the benchmark indicator on qualified and trained teachers. Globally
Our insights into data availability and use come from managing the Humanitarian Data Exchange, an open platform for finding and sharing data across crises and organizations. This report contains details on the data available for each location, category and sub-category covered in the Data Grids as of 31 December 2023
The UNESCO Institute for Statistics has released a new data browser for Sustainable Development Goal 4 (SDG 4) data. The browser allows users to view data and metadata from 2000 to 2023 in easy-to-navigate dashboards.
The Alliance calls for urgent action and investment in three critical areas in 2024: 1) Invest in the Child Protection Workforce — it is the key asset to protect children in crises, 2) Prioritise preventing harm while continuing the response to urgent needs, and 3) Join us - Every actor across the humanitarian system has a role to play in protecting children.
This Technical Annex accompanies The Unprotected: An Overview of the Impact of Humanitarian Crises on Children in 2023. It includes thematic spotlights on “Children Affected by Armed Conflict” and “Children Separated from their Caregivers”, as the two top issues coming out of the consultations.
This brief includes a set of recommendations aimed at enhancing the protection and resilience of displaced and stateless persons in disaster situations. These recommendations are derived from both the desk review and the insights shared by survey respondents.
This paper delves into the political economy of the education system in Cox’s Bazar exploring the underlying causes of dissonance between official commitments and the day-to-day delivery of education by different actors.
This High-Level Policy Guidance provides evidence-based actionable recommendations for education leaders who want to initiate AEPs, strengthen or expand existing AEPs or enhance the cohesion and oversight of diverse AEPs in their country. With insights from many countries, this Guidance provides a roadmap for policy actions, concrete policy examples and country case studies. Its lessons can be applied globally.
In emergency and protracted crisis settings, there is a significant education gap for out-of-school youth. This NORCAP study focuses on the lack of educational opportunities for them.
This webinar provided an orientation to the Guidance Note for Supporting Integrated Child Protection and Education Programming in Humanitarian Action, specifically discussing the shared space between the two sectors and best practices in approaching constructive and impactful integrated programming.
This book explores the ways that social movements are important and overlooked laboratories of learning and sources of knowledge-making, drawing on the findings from a collaborative research project which took place in Turkey, Colombia, Nepal and South Africa.
This paper reflects on the lived experiences of young refugees located in Pakistan and Rwanda when interacting with education technology (EdTech) during and following displacement.
The purpose of this response plan is to ensure that the children and youth in Gaza can resume their right to learn as soon as possible after the cessation of hostilities, that all education actors do everything possible during the current hostilities to plan for this, and then support the effective resumption of education in Gaza once hostilities stop.
The Financial Tracking Service (FTS) is a centralized source of curated, continuously updated, fully downloadable data and information on humanitarian funding flows.
The World Inequality Database on Education (WIDE) brings together data from Demographic and Health Surveys (DHS), Multiple Indicator Cluster Surveys (MICS), other national household surveys and learning assessments from over 160 countries.
This dataset is provided by the Global Coalition to Protect Education from Attack (GCPEA) from its Education under Attack database which monitors attacks on schools, universities, students, and educators, by armed forces and armed groups, as well as military use of education institutions.
The UNICEF Middle East and North Africa’s Data Portal provides a compilation of high-quality, internationally comparable statistics reflecting the situation of children in the 20 countries of the Middle East and North Africa, including regional averages
The AERD is a curated collection of research undertaken in the past decade by scholars based in sub-Saharan Africa. The database includes social science research with implications for educational policy and practice, understood in the context of the global priorities and targets expressed in SDG4.
The JDC aims to improve the availability socioeconomic data and evidence on populations affected by forced displacement through a range of activities that improve the quality of data analysis and production.
Khan Academy offers practice exercises, instructional videos, and a personalized learning dashboard that empower learners to study at their own pace in and outside of the classroom
This page contains a collection of UNHCR teaching materials on refugees, asylum and migration for primary and secondary education, as well as some guidance for teachers working with refugee children in the classroom.
The Humanitarian Programme Cycle refers to a series of actions undertaken in the management of international humanitarian response operations. These must be conducted, to the extent possible, in collaboration with and in support of national and local authorities.
This webinar aimed to raise awareness and advocate for the protection of educational institutions and the right to education for Palestinian learners. It aimed to shed light on the current challenges faced by educators and learners in Gaza.
EASE is an evidence-based group psychological intervention to help 10–15-year-olds affected by internalizing problems (e.g. stress and symptoms of anxiety, depression) in communities exposed to adversity. The intervention consists of 7 group sessions for adolescents and 3 additional group sessions for their caregivers.
