Resources

The research articles, field notes, and book reviews featured in JEiE Volume 9, Number 1 focus on refugee education and aspirations, social and emotional learning and literacy, teachers’ agency and self-concept, peacebuilding, and education responses to COVID-19, among other important themes.

JEiE’s Nathan Thompson, Samantha Colón, and Dana Burde introduce the key themes and novel contributions made to EiE evidence in the research articles, field notes, and book reviews presented in JEiE Volume 9, Number 1.

In her review of Meaningless Citizenship, Samaya Mansour describes how Sally Wesley Bonet weaves the themes of refugee resettlement, citizenship, belonging, and state resettlement policies into her narrative on the education and workforce journeys of four Iraqi families resettling in the US

Orelia Jonathan reminds JEiE readers of the complex relationship between education and peacebuilding as she reflects on S. Garnett Russell’s investigation in Becoming Rwandan of the Rwandan government’s efforts to create a cohesive national identity after the 1994 genocide.

In her review of Teaching Peace and Conflict, Myuri Komagiri engages with Vanner, Akseer, and Kovinthan Levi’s Intersecting Roles of Education in Conflict framework. Komaragiri stresses the need to prioritize the education-as-transformer role for education to contribute effectively to peacebuilding.

In her review of Youth-Led Social Movements and Peacebuilding in Africa, Deanna Pittman extends volume editor Ibrahim Bangura’s call to action to EiE audiences: resist the suppression of youth voices and give young activists a platform to be agents of social, economic, and political change.

Silvia Mila Arlini et al. describe the impact of a remedial education program designed to raise the literacy levels and SEL skills of students ages 8 to 13 and support their aspirations to stay in school after the COVID-19-related closures in two conflict-affected states in Myanmar.

Gudrun Østby et al. assess the differential effects COVID-19-related school closures had for refugee and host community boys and girls in Bangladesh. They find that the closures were especially detrimental to teenage refugee girls’ ability to resume their schooling after the pandemic.

In their systematic review of SEL interventions in EiE contexts, Rena Deitz and Heddy Lahmann argue that studies that disaggregate intervention outcomes by age and gender provide the best guidance for tailoring interventions to the beneficiaries’ particular developmental and social realities.

Hassan Aden draws from semistructured interviews and goal-mapping exercises to explore the cultural logics of hope, hard work, and success among refugee youths living in Dadaab as they pursue scholarships that will support their higher education aspirations and enable them to resettle abroad.

Drawing from ethnographic research on teachers in post-earthquake Indonesia, Christopher Henderson relates how global-level actors often miss the opportunity to engage meaningfully with teachers’ agency, self-concept, and resilience in humanitarian response guidance and policymaking.

Katrina Barnes et al. offer lessons from a participatory research initiative conducted with refugees in Rwanda and Pakistan, including how to navigate youth researchers’ positionality, training, and remuneration, and how to accommodate participants’ varying levels of research skills.

Jennifer Flemming et al. apply a resilience framework to the pandemic response in Colombia, Georgia, Lebanon, Nigeria, and Zambia to identify the practices, structures, and resource flows these systems leveraged to absorb, adapt, or transform the shock to their education systems from COVID-19.

HaEun Kim, Mirco Stella, and Kassahun Hiticha reflect on the challenges COVID-19 created for the Borderless Higher Education for Refugees project and the project’s efforts to support learning continuity, including allowing students, mentors, and instructors to collaborate on creative solutions.

Kate Sykes outlines the TEAM Girl Malawi model for providing inclusive distance education to students living in extreme poverty, students with disabilities, and girls who are at risk of early marriage. It includes paper-based delivery, resilience and SEL skills, and in-person support from teachers.

Ana María Restrepo-Sáenz and Emmanuel Neisa Chateauneuf describe the rollout and scaling during COVID-19 of La Aldea, a learner-centered, culturally relevant multimedia education initiative for out-of-school children, internally displaced children, and refugee populations in Colombia.

This conceptual framework aims to build a shared and comprehensive understanding of what constitute EiE data and of the concepts and processes that underpin and guide work on EiE data across a range of contexts, including acute emergencies, protracted crises, and displacement.

The guidelines and toolkit aim to strengthen EiE institutional system data. More specifically, they aim to generate a diagnosis of the EiE data ecosystem at a given point in time, mainly by evaluating the opportunities for integrating humanitarian EiE data systems with development and national institutional education information systems.

This Guidance Note aims to support efforts in that direction, drawing on good practices and consolidating existing resources in a range of institutional, organizational, and individual elements to be considered when working to embed and improve production and use of EiE data for system resilience.

I am Mariam is an illustrated storybook about a young girl forced to flee her violence-torn hometown. It reflects the lives of many forcibly displaced children, as its balance of hard-hitting realities and small acts of kindness comes from consultations with conflict-affected children.

Images of the mass murder in Israel and the terror bombing of Gaza have been filling the news with extreme and grotesque images of war, despair and large-scale loss of life. This text, written as the 2023 war is ongoing, offers reflections on how to provide school-based psychosocial support for children as soon as the situation can allow schools and temporary learning centers to open in Gaza.

In recognition of these facts, NORRAG has brought together 48 authors from academia, humanitarian agencies, and think tanks to produce 27 papers that showcase current evidence and offer policy directions to prioritise and protect the work and well being of refugee teachers everywhere.

The mixed-methods study presented in the webinar, analyzed the PlayMatters Emergency Response Mechanism, an emergency response that integrated Education, Child Protection, WASH, and Health and Nutrition programming to meet the health, safety, and educational needs of conflict-affected children.

This paper delves into the narratives of refugee youth navigating secondary education in crisis contexts, by intertwining semi-structured interviews and photovoice diaries. The aim is not only to amplify the voices of young refugee students but to empower them as active agents in shaping policies that directly impact their education.

The purpose of this guidance note is to provide a framework and guidance for Save the Children’s work with play. It focuses primarily on our programmatic work with children, from babies to adolescents and provides content for advocacy work. The final section looks to spark a conversation around play and our organisational culture: the role it might have for staff engagement and development, and to support child and youth participation at the organisational and governance level.

Following a global, remote training on joint needs assessments in February 2023, the Education Cluster and Child Protection Area of Responsibility in Central African Republic worked with global support to develop a joint analysis framework and collect existing secondary data.

Global Refugee Forum 2023 - Joint Pledge of the Alliance for Child Protection in Humanitarian Action (The Alliance) & the Inter-agency Network for Education in Emergencies (INEE) - Supporting Integrated Approaches to Child Protection and Education in Refugee and Displacement Situations. 

This policy brief is intended for policymakers, national governments, mental health and education coalitions, practitioners, and advocates. It provides an overview of the findings of a global cost-benefit analysis on mental health and psychosocial support (MHPSS) interventions in education settings across the Humanitarian-Development Nexus.

This CBA estimates the global economic costs of mental health conditions through the effect on school completion, and poor social and emotional wellbeing among children and adolescents aged 10–17 years affected by humanitarian emergencies. It models the economic benefits of addressing the mental health needs of children and adolescents through mental health and psychosocial support interventions.

The JRS and the SEWG, with support from INEE’s AEWG, worked together on a report to examine the relevance and appropriateness of SAEPs, the factors that enable and challenge the potential of SAEPs in supporting progress through and completion of secondary education, and the extent to which SAEPs are gender-responsive. This webinar presented the findings and recommendations of the report in five parts.

This brief advances knowledge on the current state of inclusion of refugee learners. It is based on several separate but complementary studies carried out by UNICEF Innocenti, UNHCR, and UNESCO, and was developed to share common inter-agency findings, gaps, and learnings.

This report discusses how the inclusion of refugees in national education systems is understood, and how it can be achieved.

This report examines the relevance and appropriateness of SAEPs, which are currently available at the lower secondary level, and the extent to which these programmes can respond to the needs of overage learners who are likely to be in later stages of adolescence and youth, and whose socio-economic statuses pose greater challenges for accessing and continuing education.

This report is based on a review of 1,109 questionnaires from 621 data collection exercises in the top 35 low- and middle-income refugee-hosting countries in 2021, welcoming 20.58 million refugees. It aims to provide an overview of the extent to which refugees are included in education data systems but does not provide estimates of refugee inclusion of education based on these data.

This report aims to contribute to an emerging landscape on refugee inclusion in national education systems by exploring the relationship between policy and data within a broader narrative of inclusion, from arrival in the host country to the achievement of durable solutions

In this webinar, we explored effective strategies for the inclusion of refugees in national education systems. Drawing on several complementary research studies by UNHCR, UNICEF Innocenti, and UNESCO, the panel presented promising practices to highlight the opportunities and challenges of effective inclusion.

This brief contributes to ensuring that young children affected by acute emergencies receive the support and opportunities they need for optimal development and wellbeing. 

This report defines and clarifies key concepts and terminology for disability-inclusive education in emergencies (EiE) and provides seven guiding principles. It is meant to be used as a companion piece to the INEE Minimum Standards and to support stakeholders’ efforts to be more intentional in their design, implementation, monitoring, and evaluation of disability-inclusive EiE interventions.

This joint report by Save the Children and GPE reviews the literature on the bidirectional relationship between the climate crisis and funding for education and presents a new tool – the Climate and Environment Intervention Matrix (CEIM) – to help governments and donors understand the cost implications of building climate-smart education systems.

This brief addresses a gap in climate change and education literature: young children who are affected by crises. It outlines multi-sectoral early childhood care and education (ECCE) interventions that can serve as solutions to broader climate change mitigation and adaptation goals.

ILOSTAT is the custodian agency for 14 SDG labour market related indicators. It compiles and produces labour statistics, with the goal of disseminating internationally-comparable datasets through a variety of data tools.

The Accelerated Education Introductory Teacher Training pack (AEITTP) is designed specifically for teachers working in accelerated education programme (AEP) classes and teaching learners generally aged 10-18 who are overage for their grade.

This brief explores theory and practice on transformative education approaches and their effects on pre-primary and primary-age children’s wellbeing and learning processes in crises. It also introduces creativity-based pedagogies and emphasizes creativity’s importance in achieving transformative learning.

For the third consecutive year, Save the Children has ranked 182 countries by the vulnerability of their school system to hazards that threaten children’s right to learn and against levels of preparedness to those hazards.

This report, which is the result of a literature review and empirical research, examines the impacts, implications, and repercussions of climate and environmental breakdown for the field of education in emergencies (EiE).

This report summarizes the results of a survey the Gobee team launched to better understand the experience of stakeholders in the Education in Emergencies (EiE) sector when it comes to EdTech in low-resource settings, with a special focus on digital assessments and what it takes to develop and maintain open-source models (OSS) and data protection regulations.

The following briefing note compendium reflects wide-ranging analysis and insights of the various barriers that refugees and forcibly displaced people experience in accessing, progressing, and completing higher education. At the same time, the briefing notes present considerations that States and other higher education stakeholders should take into account to defend and promote the right to higher education for this equity deserving group.

This year’s research explores the relationship between climate change and girls’ education: what are the direct and indirect impacts of climate change on girls accessing school and completing their education? How do these impacts intersect with existing gendered barriers to education? And how is their education supporting girl to respond and adapt to climate change in their communities?  

The Alliance calls upon the leadership of the humanitarian architecture, decision makers within humanitarian organisations, donors, and all humanitarian actors to fulfil their commitments to children and their protection as an integral part of the Centrality of Protection and central element of all humanitarian action.

Building on a number of case-studies, testimonies, data, as well as considerations from key informant’s interviews, this report illustrates how education systems need to become more inclusive for children and youth with disabilities and, at the same time, more resilient to cope with crises and to ensure education in all settings and circumstances.