Key messages from the Inter-agency Network for Education in Emergencies (INEE), prepared for the Global Education Meeting in Brussels, 3-5 December 2018. The brief also contains the concept note for a side event at the High-Level Political Forum in July 2019 in New York.
We revisit two sets of literature, research on anti-racism and organizational change, to explore what actions and leadership attributes could foster actual institutional change for racial equity.
This study includes a number of case studies selected to present a diversity of different types of technology projects operating to address education needs in IDP and refugee camps. This rapid review drew largely on synthesis studies, evaluative papers and some grey literature.
The 2019 GEM Report, Building bridges, not walls, continues its assessments of progress towards Sustainable Development Goal 4 (SDG 4) on education and its ten targets, as well as other related education targets in the SDG agenda.
This policy brief highlights that preventing violent extremism activities can be shown to generate at least forty-five positive impacts at individual, structural & organizational, as well as the community and social levels.
Understanding these debates and issues is critical to understanding whether the current diagnosis and proposed solutions to support a more local humanitarian response are the right ones. This Working Paper takes a critical look at this discourse.
This background paper presents the case for increased attention and investment in early childhood in conflict and crisis contexts, with focused attention on early learning and family support. The scale of the problem, current science and evidence, current global standards and principles, and case studies are all discussed and priority recommendations are offered
The purpose of this background paper is to merge insights from both microand macro-level perspectives to demonstrate how ECD services can be leveraged to sustainable peace and development.
This briefing paper addresses the progress that Afghanistan had made since 2001 on increasing access to education for Afghani children, and how due to ongoing conflict, increasing insecurity and attacks on education, there has been a reversal in this progress since 2018.
Confronted with record-high numbers of displaced persons and protracted crises that have lasted for decades, this paper draws on case study examples from multiple countries to examine both the persistent challenges and promising practices for refugee, internally displaced, and national teachers in their efforts to provide education to the millions of children and youth affected by crisis.
This paper examines the heightened risks faced by children with disabilities, and provides recommendations on strengthening protection and disability-inclusive humanitarian assistance.
This note is meant to be used by USAID education staff and partners of education projects and activities as a reference document and guide for putting into practice USAID’s commitment to disability inclusive education as well as for DPOs advocating for more inclusive programming.
In July 2018, INEE and Porticus (a private philanthropy organization) completed a survey of INEE Membership to better understand the strengths and weaknesses of the EiE sector. This presentation reflects the outcomes of the survey.
During this webinar, INEE Advocacy Working Group members shared their knowledge and experiences developing advocacy strategies, highlighting successful campaigns they have worked on in a variety of contexts. The second half of the webinar included an open discussion with participants about useful techniques, capacity gaps, and needs that could be addressed by the AWG.
4 October 2018
Thesis/Dissertation
University of Oxford
This doctoral research project builds a cross-country baseline of current policy and practice across 41 of the largest low- and middle-income refugee hosting countries. It sets out to examine under what conditions developmental approaches can lead to better access outcomes in primary and secondary education for refugees.
This guidance document builds on existing UNICEF programming and makes adjustments to cover identified gaps. It seeks to increase coherence, scale up results and establish priorities and guiding principles in support of country and regional offices
This toolkit helps provide evidence-based research on the “how” to educate students with disabilities while providing recommendations on how to build a holistic, multi-tiered model of supports within the general education classroom.
The global compact on refugees intends to provide a basis for predictable and equitable burden-and responsibility-sharing among all United Nations Member States, together with other relevant stakeholders as appropriate. It represents the political will and ambition of the international community as a whole for strengthened cooperation and solidarity with refugees and affected host countries.
We are delighted to present the fourth issue of the Journal on Education in Emergencies (JEiE). The five research articles and one field note featured in this issue coalesce around two main themes: refugee education and education administration in postconflict societies.
Across the world, education is tasked with rebuilding societies torn apart by violent conflict and riven by economic injustice. In this article, we focus on kindergarten education in the vulnerable, conflict-ridden Lebanese context.
This qualitative study, which examines the experiences of Syrian refugee children who are attending a non-formal education center in Lebanon, seeks to understand the role education plays in fostering pathways to resilience in the children’s lives. Half of the students in the study had chosen to drop out of the Lebanese formal schools they attended.
To what extent does the adoption of consociational power-sharing affect the design and implementation of education reforms? This article maps this territory through rich and detailed interviews collected in Lebanon, Northern Ireland, and the Former Yugoslav Republic of Macedonia in 2012-2013.
In this article, we consider an example of policy transfer for another purpose: to promote social cohesion through schools, specifically in societies that have experienced ethnic division and conflict. Focusing on the model of shared education, we explore a process of policy transfer between Northern Ireland and the former Yugoslav Republic of Macedonia.
The Iraqi Disputed Territories consist of 15 districts stretching across four northern governorates from the Syrian to Iranian borders. The oil-rich Iraqi governorate of Kirkuk lies at the heart of this dispute and reflects the country’s ethnic and religious diversity. This paper explores the influence of these conflicts and contests on education in the city of Kirkuk.
This field note examines some of the challenges experienced by students living in and near the Dadaab refugee camps in northeastern Kenya who were making the transition from secondary school to university programs.
(Re)Constructing Memory: Education, Identity, and Conflict, edited by Michelle J. Bellino and James H. Williams, offers insight into the dynamic field of history education and its relationship to the state and to collective memory in conflict-affected countries
Noting that this trend is likely to continue, that the issue of child migration is complex, and that children migrate for multiple reasons, Jacqueline Bhabha’s insightful and sobering reflection on this much-neglected issue in the global discourse goes far in shedding light on a “largely untold and unanalysed story”
In Transitional Justice and Education: Learning Peace, editors Clara Ramírez-Barat and Roger Duthie explore what it means to address transitional justice and legacies of the past from an education perspective and how this relates to a broader peacebuilding agenda.
In Youth in Postwar Guatemala: Education and Civic Identity in Transition, Michelle J. Bellino draws on 14 months of ethnographic fieldwork to examine the complexities that the historical memory of armed conflict offers for the consolidation of democracy and the expansion of citizenship among youth.
The five research articles and one field note featured in this issue coalesce around two main themes: refugee education and education administration in postconflict societies.
This report tells the stories of some of the world’s 7.4 million refugee children of school age under UNHCR’s mandate. In addition, it looks at the educational aspirations of refugee youth eager to continue learning after secondary education, and highlights the need for strong partnerships in order to break down the barriers to education for millions of refugee children.
This publication puts forward guidelines to help today’s technology pioneers build more inclusive digital solutions. They show private sector companies, NGOs, international organizations and governments what factors to consider, questions to ask and processes to follow when developing solutions for people with limited literacy skills and low digital skills (referred to as ‘low-skilled users’ in the context of this publication).
22 August 2018
Manual/Handbook/Guide
Education in Crisis & Conflict Network (ECCN), Inter-agency Network for Education in Emergencies (INEE), US Agency for International Development (USAID)
This ICT in EiCC checklist focuses on the intersection of conflict sensitivity principles and ICT design approaches to help ensure that an ICT supported intervention designed to support education activities in a country or community is conflict sensitive.
Based on the INEE Minimum Standards for Education, this contextualized tool defines effective, quality, and inclusive education practices that support the provision of safe, quality, and relevant education for all children and youth in Iraq and surrounding countries.
This report is the first comprehensive global assessment of WASH in schools and establishes a baseline for the Sustainable Development Goal (SDG) period.
The Humanitarian inclusion standards for older people and people with disabilities help humanitarian organisations ensure nobody is marginalised or left behind during emergency responses.
In the present report, the Special Rapporteur reviews the situation of refugees with regard to the right to education, in particular in the context of achieving the Sustainable Development.
These videos are intended to strongly justify why the viewer should consider a community-based approach to school construction and why the viewer should insist on a safer school approach that considers hazards in the site plan, design, and construction of the school.
This Tip Sheet offers interventions, guiding questions and an example of how 4 Key Gender Equality Measures (GEMs) support gender equality in Education projects and programs.
The purpose of the INEE Guidance Note on Psychosocial Support is to clarify the importance of supporting the psychosocial wellbeing of children and youth, and to offer specific strategies for how to incorporate psychosocial support (PSS) into education responses.
The Charlevoix Declaration is a commitment from the Leaders of the G7 to work towards inclusive, quality, equitable education for girls, adolescent girls, and women in developing countries and crisis contexts.
The overall purpose of the Elevating Education in Emergencies series is to galvanize increased attention for and prioritization of education in humanitarian responses. The inaugural meeting reinforces the important momentum that education in emergencies has garnered, concentrating on the protective role that education plays for children, youth and communities in crisis.
We are pleased to share with you, in this 2017 Annual Report, a summary of INEE’s many activities and accomplishments, which are organized by the network’s strategic priorities and functions.
Drawing from existing frameworks of implementation research and the findings from our analysis, we present a framework for ECD implementation research in humanitarian settings and propose an agenda for future research.
The Nurturing Care Framework draws on state-of-the-art evidence on how early childhood development unfolds to set out the most effective policies and services that will help parents and caregivers provide nurturing care for babies.
The European Commission's 'Communication to the European Parliament and the Council on Education in Emergencies and Protracted Crises' outlines its strategy and policies for integrating EIE into its broader humanitarian and development response.
