Resources

The present report, which covers the period from January to December 2017, is submitted pursuant to Security Council resolution 2225 (2015). It highlights recent global trends regarding the impact of armed conflict on children and provides information on violations committed in 2017, as well as related protection concerns.

The objective of this project was to conduct an issue mapping identifying critical intersections between child protection and education.

ILET is a package using assessments for improving learning environments in humanitarian contexts through community participation. ILET empowers communities to improve the quality of the learning environment through a data-driven, participatory, sustainable process of planning and implementing School Improvement Plans.

This toolkit has been created to help humanitarian and development workers empower youth activism. It can be used to incorporate youth in phases of programming, as well as to guide the design of programming specifically focused on youth-led engagement. 

The purpose of this Guide and accompanying Strategy Package is to provide practical, relevant guidance and resources to education in emergencies (EiE) coordination staff on how to develop and update an Education Cluster Strategy.

In this paper we describe ways to measure variables of interest when evaluating the implementation of a program to improve early childhood development (ECD). The variables apply to programs delivered to parents in group sessions and home or clinic visits, as well as in early group care for children.

The INEE Tech Task Team hosted a webinar to highlight the findings of the recent Save the Children UK report entitled “EdTech for Learning in Emergencies and Displaced Settings: A Rigorous Review and Narrative Synthesis”.

Investing in the early years in human capital through better nutrition, health, stimulation, and care promotes individual development and drives national wealth and economic growth. This builds a path to ending extreme poverty and reduces inequality. 

The UNICEF Guidance for Risk-informed Programming (GRIP) is a package of general and sector-specific modules that propose a methodology for conducting child-centred risk analysis and leading a collaborative process with multiple child rights stakeholders (including children, adolescents and youth) to design or adapt programmes to further risk reduction, resilience and peace.

This report explores the findings of a nine-country study of ECEC policies and practices designed to serve young children of refugees and asylum seekers.

This webinar explores global momentum around SEL, some of the theoretical frameworks being developed to help us demonstrate the impact of SEL programming in crisis settings, and an example of local adaptation and implementation of the theory.

Updating the original 2006 handbook, the new version reflects current humanitarian coordination mechanisms and the recent commitment gains towards gender in humanitarian action developed at international fora such as the World Humanitarian Summit, the Grand Bargain and the Sendai Framework Agreement.

This guide is designed to build the capacity of teachers so that they are informed and empowered in why and how to educate for peace-building.

In this design, we compared growth in literacy outcomes for two groups of children, each using one of the games, to a group of children in matched environments who did not have access to the games. All children in the study had little or no schooling and lived in the Azraq refugee camp in Jordan.

This report provides an executive overview of the impact evaluations of two winning literacy apps, Antura and the Letters and Feed the Monster, in the EduApp4Syria competition.

In this design, we compared growth in literacy outcomes for two groups of children (each using one of the apps) to a group of children in matched environments who did not have access to the apps. All children in the study had little or no schooling and lived in the Azraq refugee camp in Jordan. This design relies on comparing two groups that experience the same historical trends and events over time.

Results and Recommendations from a Field-Mapping Study of Stakeholders’ Monitoring, Evaluation, and Research Practices and Needs.

Save the Children's Operation Guidelines aim to create specific steps that allow implementing agents to design, implement and monitor MHM programs that respect the sensitivities that surround MHM, as well as reduce the social stigma of menstruation and puberty.

The "Pocket Guide" resource package is designed to provide all humanitarian practitioners with concrete information on how to support a survivor of gender-based violence who disclosed to you in a context where there is no gender-based violence actor (including a referral pathway or GBV focal point) available in your area.

Politics of Anti-Racism Education is a book that engages the tough questions of anti- racism practice: How do we recognize anti-racism when there is no prescription or recipe for transformative practices? How does anti-racism resist the imperial divi- sive practices at various sites of difference while simultaneously amplifying the saliency of race? How do anti-racism educators challenge and support each other to do the ongoing work of anti-racism to guard our work from being consumed by hegemonic status quo agendas? What does it mean to name that which is incommensurable – experiences of race and racism?

The purpose of this report is to build an understanding of ‘what works’ in educational technology (EdTech) to ensure that children can learn in crisis or displaced settings.

This study surfaces key areas of disconnect and synergy between the EiE sector’s demand for and supply of appropriate EiE practitioners in protracted crises. It also examines PD by identifying where it exists, and explores potential challenges regarding appropriate, accessible, and equitable PD services.

This webinar provided a unique opportunity to unpack research examining how higher education can be provided effectively to refugees in low-resource environments.

The Teachers in Crisis Contexts (TiCC) Peer Coaching pack provides an additional layer of support for teachers participating in the Training for Primary School Teachers in Crisis Contexts by preparing teachers to use Teacher Learning Circles (TLCs) and Classroom Observations.

Since June 2017 Oxfam in South Sudan has been the Anchor Organization for CSE in South Sudan working closely with Norwegian Refugee Council to establish an Action Plan for the CSE roll out. This national workshop is the first one and took place after an internal workshop for Oxfam and NRC staff a week earlier. The workshop took place on November 29th and 30th at the Regency Hotel in Juba.

This report reviews strategies on how to widen access to education for female refugees, and demands that the international community assists in making this a reality.

The aim of this publication is to encourage and facilitate children and youth’s participation in consultation and decision-making processes at all levels.

This tool has been developed to help you find out directly from teachers what the critical factors affecting teacher well-being and motivation are in your context.  

Essence of Learning (EoL) is a child-centred and holistic approach to Education in Emergencies that addresses the specific needs of children who are growing up in crisis contexts.

The brief examines the existing evidence and the potential for bringing together cash transfer programs and parenting interventions on early child stimulation to improve child development outcomes, notably cognitive and language skills. The brief also provides lessons learned from implementation.

The SSCA template is for the national (sub-national) coordination mechanism for school safety and education in emergencies to populate.

This guide and toolkit is designed to provide step-by-step guidance for field teams on how to plan and conduct a child-centred multi-risk assessment in the various contexts in which Plan International works. It is recommended that the assessment team be formed of staff with technical capacity in Child Protection and DRR and may include other sector programme staff. 

This second edition provides messages for all types of hazards including 13 major hazards and family disaster preparedness.  The revised key messages, in this second edition, are updated to cover additional hazards and have been reviewed for integration of climate change messages, messages regarding pets and livestock and child protection-specific guidance during crises and emergencies.

Decades of research on language and education support the need to develop explicit and inclusive language policies that meet the needs of all learners. The right to education and the right to language are enshrined in multiple international conventions, declarations, and charters.

This report presents the global roadmap developed by the Dialogue, setting out the priority pathways needed, likely challenges, solutions and necessary collaborations for scaling up mental health and psychosocial support programming for children and adolescents affected by conflict.

This report analyses 38 IDELA data sets and examines the relationships between gender, socio-economic status, negative discipline and early childhood learning outcomes. It offers key insight into the state of global early childhood development and the challenges faced by children, parents, communities, schools and governments

The World Development Report 2018 is the first ever devoted entirely to education. The 2018 WDR explores four main themes: 1) education’s promise; 2) the need to shine a light on learning; 3) how to make schools work for learners; and 4) how to make systems work for learning.

The toolkit provides a set of materials to assist managers and facilitators/animators in setting up and implementing quality CFS. These resources have at their core the protection of children from harm; the promotion of psychosocial well-being; and the engagement of community and caregiver capacities.

This literature review covers primary and secondary sources that describe the main aspects of management relating to teachers of refugees. The review analyses findings along four major themes relating to (1) recruitment, certification and selection of teachers of refugees, (2) teacher preparation and development, (3) teacher remuneration and incentives and (4) teacher retention.

This Guidance Note aims to provide humanitarian child protection practitioners, particularly child protection advisors and program managers, with guidance on how to engage in responses to infectious disease outbreaks to ensure children’s protection needs are taken into account in preparedness for, and during responses to, the outbreaks.

The objective of the Minimum Standard for Market Analysis (MISMA) is to guide the work of humanitarian practitioners across sectors and to ensure that, irrespective of the tool used, the key standard of market analysis is being met. By supporting high-quality market analysis, the MISMA intends to contribute to improving response analysis and programme implementation.

The Operational Guidance for Child Friendly Spaces in Humanitarian Settings summarises key approaches in the protection of children and in the promotion of their psychosocial well-being. It is directed to CFS managers and facilitators/animators.

This paper reports the findings of a study in which Open Resources for English Language Teaching, were piloted in a sample of fifty Kenyan secondary schools. The study reported that poor infrastructure, negative attitudes, lack of ICT competencies, and other skill gaps among teachers, as well as lack of administrative support, are some of the challenges experienced in the adoption and use of OERs in Kenyan schools. The findings of the present study will provide useful insights to developers of OERs and Kenyan education stakeholders in devising strategies to optimise utilisation of OERs in the Kenyan school system.

The principal users of The Sphere Handbook are practitioners involved in planning, managing or implementing a humanitarian response.

This document develops the use of the Community Based approach to Psychosocial Support (CBPS) in educational settings and presents FCA’s experiences in improving well-being through education in various countries. 

This webinar, hosted by the INEE Tech Task Team and the Education in Conflict and Crisis Network (ECCN), introduced a new tool called the Checklist for ICT Interventions to Support Education in Crisis and Conflict Settings (ICT in EiCC Checklist).

This toolkit is an overview of Gender in Emergencies, and includes CARE's key tools such as their Rapid Gender Analysis Toolkit, Gender Marker Toolkit, and CARE's GiB Guidance Note. 

This guide serves as a quick reference on how to monitor progress towards Sustainable Development Goal 4 (SDG 4) on quality education. It provides basic explanations of SDG 4 targets, their indicators, how they are created and where to find the information needed for these indicators.

This publication presents a snapshot of the data used to monitor progress towards the global education goal and targets.

We are excited to share this course with you which covers the following: The definitions of and differences between PSS and SEL; PSS and SEL frameworks; Why to consider PSS and SEL in EiCC contexts and examples of PSS and SEL in actions; Why contextualizing is important; Best Practices; and Methods of Assessments.