Resources

There are often bitter divisions in how the role of technology is viewed, however. These divisions are widening as the technology is evolving at breakneck speed. The 2023 GEM Report on technology and education explores these debates, examining education challenges to which appropriate use of technology can offer solutions (access, equity and inclusion; quality; technology advancement; system management), while recognizing that many solutions proposed may also be detrimental.

These guidelines are intended for non-governmental organizations (NGOs) and other stakeholders (e.g., educational institutions, educational authorities) that are currently implementing or planning to implement programmes to make up for learning losses.

This paper reflects historically and contemporaneously on the relationship between ‘International Education and Development’ actors and foreign intervention in our colonial past and present, with a particular focus on Education in Emergencies (EiE), a sub-field of research and practice within ‘International Education and Development’.

This Synthesis Report (SYR) of the IPCC Sixth Assessment Report (AR6) summarises the state of knowledge of climate change, its widespread impacts and risks, and climate change mitigation and adaptation. It integrates the main findings of the Sixth Assessment Report (AR6) based on contributions from the three Working Groups, and the three Special Reports.

This research has tracked learner well-being over the past four scholastic years across a sample of schools in West Bank and Gaza, and teacher well-being in the same schools over the two most recent years (2021-22, 2022-23 scholastic years) through further analysis of data collected as part of NRC’s Better Learning Programme.

The findings indicate that joint and integrated Child Protection and Education programming can address the immediate and systemic risks children formerly associated with armed forces and armed groups face returning to learning, such as physical and psychological harm, sexual exploitation and abuse, and re-recruitment into armed forces and armed groups.

Global forced displacement is at an all-time high, with the number of forcibly displaced people doubling over the past decade. Today, the global figure exceeds 110 million people forced to flee from persecution, conflict, violence and human rights violations. 

This Guidance builds on the USAID 2022–2030 Climate Strategy and the 2018 USAID Education Policy to support USAID Missions and partners who seek to integrate climate action and awareness into education programs and are committed to achieving climate-resilient education systems and fostering climate-resilient learners. It outlines how to identify opportunities for climate action that respond to known climate hazards through mitigative, adaptive, and transformative actions.

The Inclusive Distance Education Toolkit compiles resources on: inclusive education, education in emergencies, disability inclusive education, and distance education across the humanitarian-development nexus.

This report explores how digitally powered learning to earning for displaced young people, adolescent girls and young women (especially refugees, but also internally displaced and those in host communities) can be further developed and scaled. 

This Guidance addresses multisectoral coordination for Early Childhood Development in Emergencies (ECDiE), using Education Diplomacy concepts and practices to provide practical guidance to ECDiE practitioners.

This report examines what countries are doing to recover and accelerate learning, and how they are doing it. The report aims to identify effective or promising at-scale interventions and policies to recover and accelerate learning, and to distill implementation lessons. The focus is on primary and secondary education and on the responses employed once schools reopened after pandemic-related disruptions.

This document provides an overview of the path to creating a Community of Practice (CoP) within the context of the Quality Holistic Learning (QHL) Project. It also shares recommendations, observations, and practical tips from community members.

In the recently launched report, UNESCO highlights the key findings from comprehensive policy and data reviews conducted in seven countries hosting Ukrainian refugees: Bulgaria, Czechia, Hungary, Poland, the Republic of Moldova, Romania, and Slovakia.

This report explores the state of education for refugees in 2023, examining the progress that has been made since the 2019 Global Refugee Forum, and the impact that events such as the COVID-19 pandemic have had.

This paper examines the extent to which refugee girls and young women were able to access learning during COVID-19 education closures in Pakistan, and the role that EdTech played in their learning access.

This report presents an update of the 2022 ECW global figures of out-of-school children in emergencies and their educational outcomes, using an updated three-stage methodology.

This document provides an introduction to types of early childhood development (ECD) in emergency settings (ECDiE) programs implemented around the world. By no means a comprehensive list, it offers a snapshot of program categories to introduce those not familiar with ECDiE interventions to types of programs that can encourage ECD in humanitarian settings as well as concrete examples of each.

This collection of interventions and tools is designed to offer family strengthening resources for supporting families in humanitarian settings.

The Targets and Indicators are intended to guide policy and program development and aim to stimulate monitoring and evaluation of risk reduction and resilience efforts in the education sector. They are expected to support national and sub-national education authorities to incorporate risk reduction into education sector strategies and plans.

GADRRRES members have compiled an CSS Operational Guidance Catalogue, and a series of Best Practice guides, Case Studies, and Templates to support implementation of the CSS Framework, and CSS Targets and Indicators

Each year, the Norwegian Refugee Council (NRC) publishes a report of the ten most neglected displacement crises in the world. The purpose is to focus on the plight of people whose suffering rarely makes international headlines, who receive little or no assistance, and who never become the centre of attention for international diplomacy efforts. This is the list for 2022.

These checklists are intended for education authorities as a template for their own guidance material for use in schools, nationally. 

The goal of school drills is to ensure the safety of every student, staff, or visitor, in the event of a disaster or emergency, and where possible to safeguard school property. 

The objective of the assessment is to provide a common understanding of the impact of the crises on education and child protection needs in NW Syria, enabling the production of recommendations for informed operational strategies and decisions. 

Play to Learn launches a new report featuring stories from families, new research findings, and insights about playful early childhood development in humanitarian settings

Three new randomized controlled trials led by New York University Global TIES for Children (NYU-TIES) provide new insights on what works to improve children’s holistic development. The findings indicate that remote programs can support children’s development and caregivers’ well-being and demonstrate the power of integrating educational media with ECD services.

This report summarizes key insights from the ECDiE Coordinator Learning Cohort about the potential development of an ECDiE Coordinator Toolbox, including recommendations.

Sesame Workshop is partnering with educators and social service providers to pilot the use of the Watch, Play, Learn videos in different locations around the world. The goal is to learn how to facilitate use of the videos to bring joy and learning to children while providing a convenient and efficient experience for service providers and caregivers.

Drawing on data from 188 countries and nearly 700 publications, this comprehensive guide explores distance education technologies and approaches for pre- and in-service educators, offering the most detailed, global, and up-to-date information on new technologies and on the inputs that are most valuable to ensure that distance education results in meaningful teacher learning.

This report draws from interviews with key stakeholders, and from a desk review, to provide an assessment of the consequences of urban warfare for children. The report provides concrete recommendations for preventing and mitigating harm to children and for responding to the impact of urban warfare on them.

Educator differentiates their instruction and assessment to support the diversity of learners in displacement settings.

This report summarizes the learning and recommendations of an extensive review by States and stakeholders pursuing the expected outcome and goal of the Framework and thus risk-informed sustainable development.

This quick guide offers tips, practical tools and rationale for promoting early childhood development in Nutrition in Emergencies response, noting that ECD is already a part of NiE programmes but can be strengthened to more effectively support children's nutrition and development.

This paper explores the linkages between exposure to household shocks across early life and children’s educational and well-being outcomes in Peru. We use longitudinal survey data for a sample of 1713 children from five rounds of the Young Lives Survey to investigate how exposure to shocks across early life is linked to test scores and well-being in adolescence and to determine the extent to which critical periods of shock exposure exist.

Sudan plays a crucial role in hosting refugees in Africa, particularly in the White Nile State (WNS), which houses over 440,000 refugees, including recent arrivals from South Sudan. Despite support from UNHCR and partners, education gaps persist in WNS refugee camps due to inadequate facilities, teacher shortages, and other challenges. Before the conflict on April 15, there were 150,744 school-age children in the camps, but only 23 double-shift schools were available. An assessment of educational challenges and solutions highlighted the need for improved infrastructure, teacher-student relationships, and education quality. Collaborative efforts, adequate funding, and proactive advocacy are essential for achieving positive transformations in refugee education. The assessment also identifies best practices and community-based solutions to enhance the educational environment for refugees and the broader community in Sudan.

The objective of this joint assessment is to improve the common understanding of the impact of the crisis on education and child protection needs to enable 1) the prioritization of geographic areas of intervention, and 2) the formulation of recommendations to inform operational strategies and decisions. 

The ECDI2030 captures the achievement of key developmental milestones by children between the ages of 24 and 59 months. Mothers or primary caregivers are asked 20 questions about the way their children behave in certain everyday situations, and the skills and knowledge they have acquired.

We present results from large-scale randomized trials evaluating the provision of education in emergency settings across five countries: India, Kenya, Nepal, Philippines, and Uganda. We test multiple scalable models of remote instruction for primary school children during COVID-19, which disrupted education for over 1 billion schoolchildren worldwide. Despite heterogeneous contexts, results show that the effectiveness of phone call tutorials can scale across contexts.

This study, led by Global TIES for Children at New York University, is the first to evaluate a phone-delivered version of a parenting program in the Middle East and the first randomized-controlled evaluation of an audio-only parenting program for a community sample (that is, a sample without diagnosed health problems or disabilities).

This study is the first evaluation of a remote early childhood education (ECE) program for families affected by conflict and crisis and the second of the effect of short-term (shorter than 3 months) ECE programming. It evaluates the impact of an 11-week remote early learning program (RELP) delivered alone and in combination with Ahlan Simsim Families (ASF), a parenting support program.

This study evaluates the effects of Ahlan Simsim, a television show co-produced by Sesame Workshop and Jordan Pioneers that has been viewed by more than 23 million children across the MENA region, including 57% of displaced Syrians across Jordan, Lebanon, and Iraq.

With recent research identifying challenges in how existing responses to Pakistan’s 2022 floods are supporting learning continuity, we explored the extent to which EdTech has the potential to improve access to and quality of education through the various phases of response to the floods — in a feasible way with attention to scalability.

This global toolkit supports the inclusion and strengthening of Early Childhood Education (ECE) in the context of Education Sector Planning (ESP) processes.

The manual provides trainers and facilitators with strategically selected materials that they can use to guide them in designing training programmes filled with knowledge and skills. The aim is to support teachers, enabling them to cope and to be well in various contexts of displacement, emergency or adversity.

While each organization is responsible for its own data management, humanitarians need common guidance to inform individual and collective action, and to uphold a high standard for data responsibility in all response contexts and in all phases of humanitarian action. This Operational Guidance on Data Responsibility in Humanitarian Action responds to this need.

This guidance note explores how to use qualitative methods to create more robust assessment processes to ensure more effective programming and services for children with disabilities. This note provides promising practices for engaging with children with disabilities and includes sample tools that can be tailored to fit the needs of a particular assessment process.

The study looks at the political economy of education sector planning, zooming in on issues of power and voice, and seeks to answer the following questions: Are education sector planning processes including gender transformative ambitions and intentions? Who within the MoE has the power to push this gender agenda? How are civil society and other gender experts engaged within education planning?

This report looks at how S4D can be used to improve the mental health of programme participants, therefore focusing on a crucial outcome of psychological wellbeing.

No recent reviews have been undertaken in relation to how social media and messaging apps can be used to effectively support education in low- and middle-income countries. In this scoping review, 43 documents were identified for inclusion, and three main thematic areas emerged: supporting student learning; teacher professional development; and supporting refugee education.