Resources

Sesame Workshop and the UVA Humanitarian Collaborative partnered to better understand the success factors and challenges in the coordination of multi-sectoral ECD particularly in areas affected by conflict and crisis. In this webinar, we presented learnings and share assets that the cohort has produced so far and that can support practitioners in their work.

This document articulates how the INEE Accelerated Education Working Group (AEWG) aims to achieve the change it wants to see in educational opportunities for out-of-school children and youth and contribute to ensuring inclusive and equitable quality education and promote lifelong learning opportunities for all (SDG4).

We propose looking to art and design via STEAM (science, technology, engineering, ART and math) as a way of foregrounding the needs of learners today.

This guidance note offers practical tips on coordinating ECD in emergencies (ECDiE) and good practice examples provided by the ECDiE Coordinator Learning Cohort, facilitated by Sesame Workshop and the Humanitarian Collaborative at the University of Virginia (UVA). These examples and tips are intended to be applicable across a variety of crisis contexts globally. 

This webinar presented the key findings, gaps, and tensions that define the state of secondary education in emergencies to better understand the different and intersecting factors that influence accessibility to and the quality of secondary education.

A comic strip describing child protection risks in humanitarian settings.

This report documents attacks on schools and military use of schools and kindergartens in the Kyivska, Kharkivska, Chernihivska, and Mykolaivska regions, including the cities of Kyiv, Kharkiv, and Chernihiv, from February through November 2022

The World Bank is the largest external financier of education worldwide. This note examines trends in girls’ education and spotlights interventions that support girls’ education. Key takeaways include the following: It is simply not enough to get girls into school. Efforts must ensure they stay in school, learn well, and are able to translate their schooling into future gains.

Families resettling after conflict or crisis cope with big changes and challenges. They can use our resources for support.

Practical advice on making humanitarian action accessible and inclusive for persons with disabilities. Once downloaded, HHoT works without an internet connection.

The PM ERM integrated Education, WASH, Child Protection, and Health and Nutrition multi-sectoral programming in schools. This mixed-methods study investigates the implementation of the intervention to build the evidence base to strengthen Education in Emergencies responses.

This policy brief focuses on EiE and on how to guarantee the basic right to education especially in crisis and conflict, providing key data on concatenated crises, the importance of EiE funding, as well as on the impact of EiE. Finally, it highlights a number of advocacy recommendations aimed at advocating for the recognition of education as a priority sector in humanitarian response, among other issues.

The purpose of this document is to explain how Save the Children’s approach to Anticipatory Action can be applied to our education programming.

This 2023 background study for the ECW Climate Appeal includes estimates on the effect of climate shocks on children and education around the world. The study presents estimates of the number of crisis-affected children and adolescents whose education has been disrupted by climate shocks, as well as the number of forced displacements of school-aged children due to floods, droughts and other extreme weather events.

The document maps existing work on inclusive education and disability-inclusive education in emergencies by collecting existing tools, frameworks, policy and advocacy resources, and more, and presenting them in a repository of resources. The gap analysis report captures the findings from the resource mapping and the survey conducted with INEE members.

The paper, adopting my roles as a scholar and aid practitioner, critically examines the EiE sector through three Black Radical Tradition (BRT) lenses: racial capitalism, critical race theory, and fugitivity. It employs case studies, aligning with the BRT’s interconnected focus, revealing the pervasive influence of educational aid, racial injustice, and structural inequalities.

This virtual event provided an overview of the context, purpose, key findings, and recommendations from the Mind the Gap 3 report and Closing the Gap 3 policy paper.

The Ahlan Simsim project has resulted in the development of multiple educational assets that are of potential use to practitioners working in early childhood education in the Middle East and beyond. This webinar provided a means for sharing the many educational materials created by the team by putting these assets into the hands of professionals who can best use them.

This report critically explores the potential for education to contribute towards the humanitarian-development-peacebuilding nexus in conflict-affected contexts.

In this 2022 Annual Report, you will find a summary of the network’s many activities and accomplishments, which are organized by INEE’s strategic priorities and primary functions.

To realize these ambitions, and to achieve disaster resilience for all, anticipatory action must be inclusive and gender responsive. This briefing, explains the main challenges and critical gaps that exist. It also makes recommendations for governments, practitioners and donors to ensure that anticipatory action addresses the specific needs of girls and boys in all their diversity.

This study, conducted by Humanity & Inclusion with the support of Education Cannot Wait (ECW), investigated the use of the Child Functioning Module – Teacher Version (CFM-TV) in challenging contexts. The CFM-TV is a tool designed to assess the functional difficulties of students through teacher evaluations.

This webinar discussed leveraging science to support children and families in humanitarian contexts through nurturing care approaches.

The aim of this annex is to explore the findings of a 2022 Joint Needs Assessment in the context of the 2023 earthquake, using secondary data to explore how the context has changed and interpret how this situation will have affected the initial findings. 

The number of schools closed in West and Central Africa due to attacks by Non-State Armed Groups (NSAG), occupation by armed forces, a general climate of insecurity, direct threats to the lives of pupils and school staff, and the outright fear faced by children, families, teachers and communities has increased over the past year to reach over 13,250, impacting an estimated 2.5 million children’s learning, well-being and protection

The guidance presents an assessment of potential risks GenAI could pose to core humanistic values that promote human agency, inclusion, equity, gender equality, linguistic and cultural diversities, as well as plural opinions and expressions. It proposes key steps for governmental agencies to regulate the use of GenAI including mandating the protection of data privacy and considering an age limit for their use. It outlines requirements for GenAI providers to enable their ethical and effective use in education.

The 2023 UNHCR Refugee Education Report draws on data from more than 70 countries worldwide to provide the most detailed picture yet of the state of refugee education and enrolment. Its findings reveal that despite areas of progress, more than half of the world’s 14.8 million school-aged refugee children remain out of formal education, risking their future prosperity and denying them the chance to fulfil their potential.

This working paper outlines the aims, process, and outcomes of an evidence review, conducted over five months, from April to August 2022, to map the evidence landscape and identify key gaps across Jordan’s education system, particularly those related to services provided to and affected by the influx of Syrian refugee students.

This scoping paper provides background on the topic and explores global trends in non-state armed group attacks on education. This paper also highlights various practices and policies, from the community to international levels, to curb non-state armed group attacks on education and use of schools and universities for non-educational purposes.

This review sets out to (i) identify and synthesise the evidence base of education programmes in conflict-affected areas of Nigeria in order to generate a rigorous understanding of the circumstances under which education is delivered; and (ii) identify evidence gaps concerning access, quality and continuity of education, and the interventions that aim to improve education outcomes.

Access to high-quality and continuous education is a fundamental right for all children, including those affected by conflict and protracted crises. Yet despite ongoing efforts, significant barriers to access, quality and continuity of education remain. In this paper, we project to carry out a systematic review of evidence about the state of education in Cox’s Bazar, Bangladesh, where education delivery to conflict-affected Rohingya communities remains particularly challenging.

Informed by the ERICC Conceptual Framework and consultations with local stakeholders, our research agenda tackles the problem by developing a series of studies on three key aspects of education in Cox’s Bazar: ongoing responses to the recently introduced Myanmar curriculum, the current role of madrasas and their potential as partners for education interventions, and an analysis on continuing education for girls and older adolescents.

The research agenda presented here highlights ERICC’s co-constructed national research priorities within Jordan, the rationale and factors that inform these priorities, and research plans to enact the agenda moving forward.

The Nigeria research agenda outlines the research direction based on the co-construction of evidence and sets out the co-creative principles for implementing the research agenda. The research themes that constitute the Nigeria research agenda were identified through consultations with key in-country stakeholders at the Federal level and in Borno, Adamawa, and Kaduna States.

This year’s adolescent-friendly Global Girlhood Report explores how the climate crisis impacts girls’ rights. It features new analysis by Save the Children on emergency hotspots where girls face the dual threat of child marriage and climate disasters, and stories of girls advocating for climate action in their communities.

This webinar presented findings from the PlayMatters project from its one-year multisectoral Emergency Response Mechanism in conflict-affected Ethiopia.

This paper summarizes the findings of the monitoring report: Mind the Gap 3: Equity and Inclusion in and through Girls’ Education in Crisis and recommends actions for governments, donors, civil society, collectors and collators of data, and teachers and other education personnel to address the gaps identified in the delivery, planning, funding, and monitoring of girls’ and women’s education in crisis contexts.

This report summarizes progress, gaps, challenges and opportunities in improving education and training for girls and women affected by conflict and crisis. This report monitors progress since the Mind the Gap 2 report, and highlights the following thematic areas: recruiting and retaining female teachers, girls with disabilities and gender-responsive inclusive education, and sexual and reproductive health and rights (SRHR) education in emergencies.

This think piece synthesises some of the key findings from across the five countries researched in Phase 1. In it, the authors explore some of the working assumptions and hypotheses about both what quality accelerated education (AE) provision is, and how this might be best achieved.

This review paper explores the relationship between migration and issues of social justice, inequalities, and access to education which have been exacerbated recently with the emergence of the Coronavirus (COVID-19) pandemic and have taken on a new dimension with the digitalization of education specifically for refugees among other immigrants.

This article presents critical reflections on a teacher professional development initiative in Kakuma refugee camp and Kalobeyei settlement in Kenya. Drawing on critical development studies, it examines the successes and limitations of efforts to facilitate a community-based participatory process that aims to respond to local refugee teachers’ needs while simultaneously developing training materials as a global good.

The CPHA Competency Framework builds on the Minimum Standards for Child Protection in Humanitarian Action to articulate a set of recognised technical competencies for child protection in humanitarian action. It broadly describes expected standards of performance across a number of technical competencies that can be applied to different roles within the sector

This brief was developed to support dissemination of key messages in Mind the Gap 3: Equity and Inclusion in and through Girls’ Education in Crisis. It provides an overview of evidence and gaps related to sexual and reproductive health and rights (SRHR) education in emergencies and recommends actions and measures to protect women’s and girls’ rights within education.

This brief was developed to support the dissemination of key messages in Mind the Gap 3: Equity and Inclusion in and through Girls’ Education in Crisis. It provides an overview of evidence and gaps in the recruitment and retention of female teachers in emergency contexts and recommends actions for supporting female teachers’ wellbeing and professional development.

This brief was developed to support dissemination of key messages in Mind the Gap 3: Equity and Inclusion in and through Girls’ Education in Crisis. It provides an overview of evidence and gaps related to education challenges and opportunities for girls with disabilities, and on gender-responsive inclusive education approaches. The brief also recommends actions to improve the accessibility and relevance of gender-responsive inclusive education.

This article examined how the education system was impacted by the Cyclone ldai disaster in eastern Chimanimani District in 2019. In addition, this article discoursed the enrolment trends, pass rate patterns and general quality of education over the 2018–2019 study period. It assessed local and stakeholders’ initiatives towards building a disaster-resilient education system.

In April 2014, the abduction from a school in Chibok (Nigeria) made global headlines and sparked the #BringBackOurGirls movement and protests, which attracted public support from celebrities and public figures. However new data analysis by Save the Children reveals that attacks on schools have been since then continuing out the spotlight and highlights the violence that schoolchildren and teachers face across Nigeria.

This facilitation pack supports the delivery of a sector-level workshop to define and contextualize teacher wellbeing policy and practice priorities. It consists of a facilitation guide, workshop outline, slide deck, and workbooks.

The Education in Emergency (EiE) and Child Protection (CP) Joint Needs Assessment (JNA) aims to provide further evidence on the current situation of children in Myanmar. 

This second report of the project explores how a culture of research engagement can be created and nurtured. It brings together leading experts who provide insights into cutting-edge research in the field and international experience gathered from both education policy and practice. In addition, the report provides further analyses of data collected from over 30 systems through an OECD policy survey.