Resources

In this report, the analysis of mobile learning projects and practices is structured alongside ten education-related challenges

This interactive course is designed to provide guidance for practitioners on best practices and approaches when working with adolescents in humanitarian contexts, gaining a better understanding of who are adolescents and why is important to work with them.

This guideline examines the evidence and makes recommendations and remarks on the implementation of some of the details of breastfeeding counselling, such as frequency, timing, mode and provider of breastfeeding counselling, to improve breastfeeding practices.

INEE was proud to present the opportunity for the CSE Learning Community to participate in a webinar on monitoring and evaluation tools and approaches in humanitarian settings, hosted by Tino Kreutzer, who worked with the Harvard Humanitarian Initiative (HHI) to develop KoBoToolBox.

The EiE Toolkit aims to raise the quality of Save the Children's EiE programmes through providing guidance on how to employ a more systematic and tools-based approach to analysing EiE needs and designing and implementing programmes.

The declaration states the commitments of member states to implement and develop quality educational standards and inclusion in their national legal framework and educational system.

The Toolkit provides a practical, “how-to” guide for selection and adaptation of child development measurements for use in low- and middle-income countries.

The 2017/8 GEM Report evaluates the role of accountability in global education systems regarding achievement of the vision of UN Sustainable Development Goal (SDG) 4: ensuring inclusive, equitable and good-quality education and lifelong learning for all.

This user-friendly tool guides households through knowing and reducing their dangers, preparing and planning for emergencies, and learning response and coping skills.

The Portal is a unique access point to timely, comprehensive migration statistics and reliable information about migration data globally.

This report addresses the future of basic education, ICT use in deprived locations, and the use of ICTs in primary school learning in 2020 and 2025, especially in deprived contexts.

Guidelines and policies for disability inclusion in disaster risk reduction (DRR) and humanitarian action have been, and continue to be, developed by governments, international organisations and humanitarian agents. Despite these disability inclusion efforts, people with intellectual disabilities and mental health issues are reported to continue to face disadvantage.

This guidance note aims to begin bridging the gap between evidence and programming by pulling together in one place the most robust evidence available to date, and combining this with DFID adviser experience of  programming in three different emergency contexts.

Thematic Paper for the Youth, Peace and Security Progress Study. This paper outlines key debates and insights on the role of education in relation to UNSCR 2250 and the youth, peace, and security (YPS) agenda. UNSCR 2250 requires the UN Secretary-General to “carry out a Progress Study on youth’s positive contribution to the peace processes and conflict resolution” and to present the results to the UN Member States.

Following the World Humanitarian Summit, the Protection and Education Cluster Lead Agencies, and Co-Leads made commitments to promote localisation. In essence, this means that coordination groups and their respective response strategies should be guided by the principle – “as local as possible, as international as necessary.”

In this white paper, our discussion of the neuroscience and biological literature on learning focuses on five characteristics used to define playful learning experiences, joyful, meaningful, actively engaging, iterative and socially interactive. From a neurobiological perspective, these characteristics can contribute to children’s ability to attend to, interpret, and learn from experiences.

This report summarises findings from a review of available budget and planning documents from 12 low-income countries.

In a comprehensive literature review published in March 2015, the REFANI consortium partners identified what was currently known about the nutritional impact of cash transfer programmes (CTPs) in food assistance and nutrition programming, as well as the gaps that remain in the existing evidence base.

This guidance is intended to support education authorities and disaster management officers to make decisions and allocate resources to meet shelter needs of the population, to protect children’s rights to safety and wellbeing, educational continuity, and to protect education sector investments.

This round table brings together education and psychosocial support practitioners and researchers working in the field of education in emergencies (EiE) and protracted crises, with the aim of sharing recent research and tools, discussing innovative approaches, and articulating knowledge gaps in the field of psychosocial support (PSS) and social and emotional learning (SEL).

Recommendations for optimal care in Ebola virus disease outbreaks, including the Grading of Recommendations Assessments, Development and Evaluation (GRADE) methodology.

Children's call for education in emergencies. Story of Grace and Anna who fled violence in South Sudan, and now demand education for themselves and others in crisis contexts.

This case study provides a look at the process of adapting and piloting Vroom for Syrian refugee parents and families. Vroom empowers parents and caregivers of young children to turn everyday moments into brain-building moments.

he toolkit contains components that include Introduction for proposal development and advocacy; Community Action for initial non-formal education or informal learning; Teacher Training to support teachers/facilitators; Learner Assessment tools, and a comprehensive Community Action component to support literacy and well-being in the immediate aftermath of a crisis.

The Menstrual Hygiene Management (MHM) in Emergencies toolkit aims to provide streamlined guidance to support organizations and agencies seeking to rapidly integrate MHM into existing programming across sectors and phases.

The inter-agency Accelerated Education Working Group (AEWG) reviewed and distilled a set of global good practices and guidelines for AEPs. This guide helps establish what is considered good practice, and is intended to evolve into a standard.

With a succinct one-page Accelerated Education Definitions document, the AEWG has clarified the differences between several key terms, including: Accelerated Education, accelerated learning, catch-up programs, remedial programs, and bridging programs.

These 10 principles aim to clarify the essential components of effective accelerated education programmes (AEP).

The Education 2030: Framework for Action identifies the need for non-formal and informal education programming which affords flexible and alternative pathways and entry/re-entry points into the formal education system.

Aligning your programme with Principles and Action Points The Accelerated Education Programme (AEP) Checklist was created as a tool for programme designers, implementers, evaluators and agencies to use alongside the AEWG Guide to the Accelerated Education Principles.

This Learning Agenda, developed by the Accelerated Education Working Group (AEWG), aims to organize and generate evidence to inform strategic planning, project design, project implementation, monitoring and evaluation and in-service training efforts of Accelerated Education (AE).

This review examines the main threats to girls’ education in conflict-affected contexts and interventions that help reduce the barriers girls face during conflict. It complements existing literature on education in conflict-affected contexts by shining a spotlight on practices that have supported girls’ access to education or mitigated the multiple threats girls face in conflict settings.

This policy note contends that greater investment in girls’ education in conflict-affected contexts is urgently required as a critical component of achieving SDGs 4, 5 and 16.

This study focuses on conflict prevention consistent with the activities outlined in the General Assembly and Security Council resolutions on Sustaining Peace, that is, as “activities aimed at preventing the outbreak, escalation, continuation and recurrence of conflict, addressing root causes, assisting parties to conflict to end hostilities, ensuring national reconciliation and moving towards recovery, reconstruction and development."

The report presents a rigorous review that complements existing literature on education in conflict-affected contexts by investigating various barriers and threats girls encounter in accessing education, and by shining a spotlight on practices that have supported girls’ access to education in these contexts. 

The OG-IFE was introduced in 1999 to outline evidence-based actions to safeguard the health of infants and young children in emergencies. The OG-IFE is intended for policy-makers, decision-makers and programmers working in emergency preparedness and response, including governments, UN agencies, (I)NGOs, donors, volunteer groups and the private/business sector.

This paper highlights some of the more commonly used concepts and working definitions, though INEE does not take a particular stance. The paper presents current thinking and up-to-date research, and provides some examples of how education can contribute towards preventing violence.

Accelerated Education (AE) is flexible, age-appropriate programming that promotes access to education in an accelerated timeframe for disadvantaged groups. This video is a product of the Accelerated Education Working Group, and developed by Wildeman Media, 2017.

This webinar features innovative ways to use Information Communication Technology (ICT) in the monitoring and evaluation of education programming for refugee populations.

Promising Practices in Refugee Education is a joint initiative launched in March 2017. The initiative set out to identify, document and promote innovative ways to effectively reach refugee children and young people with quality educational opportunities.

This roadmap provides a first guide for those who are working on implementation. At its heart are three transformative strategies – the prevention of all forms of violence, an institutional renewal to underpin sustainable development, and action to increase social, economic and political inclusion.

Innovations in Birth Registration provides guidelines and activities to help define solutions to the most challenging birth registration contexts.

This toolkit is intended as a resource for civil society coalitions and organisations with a rights-based understanding of education, who want to better understand the development and impact of privatisation in the education sector in their country, and who may be thinking about, or have already embarked on, advocacy against the harmful effects of privatisation.

While a range of guidelines for engagement in Adolescent and Youth programming has been developed to date, there has not been any systematic consolidation or compilation of these resources nor has there been any review of the existing gaps in availability of practical guidance and tools.

The School Code of Conduct (SCOC) training programme is designed to be used by Save the Children education staff to enable teachers and education personnel to implement governmental Teachers’ Codes of Conduct (TCOC) in schools. The training content relates to development and emergency contexts; to immediate and post conflict settings; and in response to natural disasters.

The report’s key message is clear—interventions in water-related domains are important in and of themselves and for enhancing gender equality more broadly. The report discusses examples of initiatives that have had intended and unintended consequences for gender equality, and makes the important point that gender inequality does not always show up where we might expect. 

This webinar is the first in a series of INEE's ongoing Conflict Sensitive Education (CSE) capacity building initiatives, which support the 12+ agencies that participated in their rollouts of CSE trainings across several countries.

An award-winning educational game that helps kids learn to read! Collect and grow pet monsters while learning reading fundamentals like letter names and sounds. Available in 50+ languages.

This guidebook provides information that every child needs to know about safe water, sanitation and hygiene behaviors that will help them to stay healthy and avoid life-threatening diseases. The guide gives ideas on how to promote and teach good practices in the school and the community.

This guidance identifies evidence-based multisectoral intervention packages, programmatic delivery platforms, contributions to sector goals, implementation strategies and organisational arrangements needed to advance the ECD agenda according to the needs and the situation at regional and country levels.