Resources

This Gender Guide illustrates the importance that UNRWA Education Programme places on gender equity and equality, as reflected throughout the UNRWA education reform of 2011-2016. It is developed to support the over 20,000 UNRWA Teachers and Education Staff in the five Fields of UNRWA’s operation in ensuring the gender-responsiveness of teaching in the classroom and of the overall culture and environment of schools.

The New Way of Working frames the work of development and humanitarian actors, along with national and local counter-parts, in support of collective outcomes that reduce risk and vulnerability and serve as instalments toward the achievement of the SDGs.

The toolbox contains guidance and tools (sample templates) for data collection in M&E of PSS programmes. The tools can be adapted to PSS programme, depending upon target group, activities and scope. These are tools that may be useful for your programme and many are drawn from existing PSS programme M&E tools, but they are not an exhaustive list. They can act as an inspiration and supplement to other existing tools.

This guidebook is for parents of refugee children on the education system in the Czech Republic.

These notes have been developed by the Alliance for Child Protection in Humanitarian Action (the Alliance) in collaboration with the Child Protection Area of Responsibility (CP AoR) as a practical aid for assessing standalone Child Protection in Emergencies (CPiE) proposals and multi-sector proposals with CPiE components.

This report provides an overview of global trends in displacement from the UNHCR.

This report tells the stories of some of the world’s 6.4 million refugee children and adolescents under UNHCR’s mandate who are of primary and secondary school-going age, between 5 and 17.

UNICEF developed the ECHO Children of Peace-funded project, Life Skills Education and Psychosocial Support for Conflict-Affected Children and Adolescents in Ukraine, in response to assessments conducted during 2014, which showed patterns of distress, anxiety and deterioration of behaviour among children throughout the five eastern-most oblasts.

In 2016, the AEWG developed 10 Principles for Effective Practice for Accelerated Education and an accompanying Guide to Accelerated Education Principles. Field testing of these two tools was conducted between mid-2016 and March 2017.

In 2017, Education Cannot Wait is funding quality education for an estimated 2 million vulnerable children in Syria, Yemen, Chad & Ethiopia.

Education Cannot Wait is the world’s first collaborative effort to transform the delivery of education in emergencies. The fund and its supporters are dedicated to providing safe, free and quality education to crisis-affected children everywhere.

This Guide targets education policy-makers, school staff and educators at large. It offers practical advice on what can be done within the education system, in schools and in all learning environments to support effective prevention measures.

This document extracts from the “What Schools Can Do to Protect Education from Attack” report in order to serve as a technical guide for ministries of education, local education officials, communities, NGOs, and international agencies seeking to develop localized templates on actions that school-based actors can take to protect schools, students, and teachers from attack.

This Framework for Action seeks to provide governments with a non-exhaustive list of suggestions, recommendations, and examples that can assist them as they determine the appropriate way to implement the commitments made through endorsement of the Safe Schools Declaration.

This policy paper, written in partnership with the UNESCO International Institute for Education Planning (IIEP), makes policy recommendations for equitable and affordable higher education to better support the implementation of the SDG agenda.

The Toolkit intends to inculcate deeper respect for, and protection of, educational facilities into military training, planning and ethos.

This consultation considered how digital technology can best support individuals to develop the skills they need to attain maximum benefit in work and social situations. At the same time, it also considered how different stakeholders can help to create stronger societal norms when using digital technology and to ensure appropriate behaviour online. 

This provides a snapshot of the current interest and activities of aid agencies and the mobile industry. It outlines ongoing activities (pilots, projects, and initiatives) across different regions, divided into five key themes: connectivity, digital tools and platforms, family reconnection, education, and livelihoods and mobile money.

UNICEF ECD Programme Guidance provides a framework for articulating a vision, corresponding goals and indicators linked to the commitments made for ECD within the Sustainable Development Goals (SDGs) and the Strategic Plan (SP) (2018-2021)

In this compendium, eight experts in adolescent neuroscience and development summarize scientific and programmatic evidence from their work, offering an insight into how to maximize the potential of adolescents during this period of opportunity, but also vulnerability.

Communities Care is a community-based model for preventing and responding to sexual violence against girls and women in conflict-affected settings. 

This guide, organized around a set of questions and answers to “unpack” SDG4, provides overall guidance for a deeper understanding of SDG4 within the 2030 Agenda for Sustainable Development, in order to support its effective implementation.

The report summarises the research conducted between July - December 2016 on the efficiency and efficacy of free digital learning (FDL) for the integration, inclusion and further learning of migrants and refugees in Europe and in neighbouring regions in conflict

This article explains how digital media can be used in critical ways to promote engagement with content about the refugee crisis among young people. Furthermore, the role of digital media in the lives of refugee children is explored.

This document explains the importance of vaccinations, building and restoring confidence in vaccines and vaccinations. An essential read for stakeholders working on developing communication strategies for immunization and vaccination programmes in crises settings.

Our first issue focuses on peace, conflict and education in Somali society, showcasing some of the on-going research that looks at both the Horn of Africa and the Somali diaspora internationally.

Given the number of people affected by MHM in some way or another, it is striking that the topic has widely been neglected until recently. This report focuses on breaking the taboo around MHM, addressing infrastructural barriers and how to monitor MHM.

This report explores the socio-economic impact of connectivity for refugees in a large, rural camp setting in Tanzania. Nyarugusu is one of three large refugee camps in the Kigoma region.

This toolkit has been produced to support people and agencies working in crisis situations so they are better able to understand and support children’s everyday play. The toolkit aims to support everyday, community-based play opportunities for children in crisis situations.

In this article, I probe a question at the core of comparative education—how to realize the right to education for all and ensure opportunities to use that education for future participation in society.

This article considers the impact of CBE in the voices of Afghanistan’s educational and community stakeholders, gained through interviews and observations with parents, teachers, students, educational officers, and school shuras (councils) across eight communities in two provinces.

Using stratified survey data and complementary qualitative interview data, this study explores why parents in Uruzgan, Afghanistan, choose to send their boys and girls to school, what prevents them from doing so, and what kinds of normative tensions emerge during this process.

This research article examines how LGBTQIA students on college campuses in Delhi, India, handle discrimination in the aftermath of the Supreme Court of India’s ruling on December 11, 2013, that recriminalized homosexuality in India. In this paper, we identify which strategies are most likely to lead to positive, long-lasting change.

This field note explores a little-known footnote in the history of the U.S. military occupation in Iraq. In mid-2007 the author documented the beginnings of a school designed and operated by the U.S. military in Iraq. Every aspect of this school was conditioned by its singular context: to educate Iraqi juveniles captured in war.

This paper presents lessons learned from the implementation of the Better Learning Program, a school-based response in Gaza that combined psychosocial and trauma-focused approaches, and discusses how international guidelines were incorporated.

Anthropologist Marc Sommers has spent decades thinking and writing about youth in Africa, frequently while working as a consultant for government and NGO clients. In The Outcast Majority, Marc Sommers has written a career-summarizing book. The book details the vast gap between outcast youth in war-affected Africa and the international development enterprise.

In Arab Dawn, Bessma Momani offers a nuanced picture of the everyday lives of young people throughout the Arab Middle East. She argues that there are important fundamental differences between today’s Arab youth and those of prior generations, and that young people will be driving change in the region.

In the introduction to her book, Education and Empowered Citizenship in Mali, Jaimie Bleck draws on Western political science theories and a rich bibliography as she describes the evolution of education in Mali.

We are pleased to announce the second issue of the Journal on Education in Emergencies (JEiE). This issue features articles that analyze educational programs for marginalized and vulnerable populations living in a wide range of circumstances of crisis or conflict, and that examine resilience as a response to these emergency settings.

This issue features articles that analyze educational programs for marginalized and vulnerable populations living in a wide range of circumstances of crisis or conflict, and that examine resilience as a response to these emergency settings.

This LESC Synthesis Report was motivated by the need to find a response to the risks that children face in educational and non-educational settings associated with language and ethnicity issues. 

This rigorous literature review was commissioned by UNICEF, with the aim of examining research evidence on approaches to addressing school-related gender-based violence (SRGBV). While the scope of the review was global, an emphasis was placed on research in low- and middle-income countries.

The purpose of the landscape review is to provide a comprehensive mapping of programmes providing higher education for refugees. This report presents the findings from a year-long research study which analyses different approaches to providing higher education for refugees

In this paper, we explore the role of online social networks in the cultivation of pathways to higher education for refugees, particularly for women. We compare supports garnered in local and offline settings to those accrued through online social networks and examine the differences between women and men.

This toolkit has been produced by the Global Campaign for Education (GCE) in collaboration with ActionAid International (AAI) and Education International (EI), and with funding from the Global Partnership for Education (GPE).

The purpose of this paper is to clarify relevant terminologies and approaches relating to psychosocial well-being and social and emotional learning (SEL) in education in crisis affected contexts, and to explore how psychosocial support (PSS) and social and emotional learning relate to one another.

Teacher Focused Social and Emotional Learning Training Sessions 1-5

Guide to training facilitator's of IRC's Social-emotional learning programs.

With more than 65 million people currently fleeing from war, violence and natural disasters, the most severe refugee crisis since World War II is creating a lost generation of children and youth with no access to adequate educational opportunities. 

Consultations with experts and researchers in the field made it clear that the paucity of evidence and documentation around AEP, particularly in crisis and conflict-affected environments, requires a step back to establish a deeper understanding of how AEPs are currently implemented and whether and how programs measure success. T