These contextualization tools consist of a methodology and reflections, as well as the resultant contextualized Domain 3 of the Guidance Note for Teacher Wellbeing in Emergency Settings for use in Kakuma Refugee Camp, Kenya.
These contextualization tools consist of a methodology and reflections, as well as the resultant contextualized Domain 3 of the Guidance Note for Teacher Wellbeing in Emergency Settings for use with university instructors in non-state universities in Myanmar.
These contextualization tools consist of a methodology and reflections, as well as the resultant contextualized Domain 2 of the Guidance Note for Teacher Wellbeing in Emergency Settings for use in Palestine.
These contextualization tools consist of a methodology and reflections, as well as the resultant contextualized Domain 1 of the Guidance Note for Teacher Wellbeing in Emergency Settings for use in Soacha, Colombia
The Caring for the Caregiver (CFC) package focuses on enabling front-line workers to promote caregivers' mental health and emotional well-being. CFC provides front-line workers with skills and activities to address barriers by encouraging self-care, partner and family engagement, and problem-solving barriers to resources.
This toolkit enables partners to build or strengthen monitoring systems; collect robust data and analyze and report on the impacts of attacks; harmonize definitions; and develop more effective attack prevention and mitigation plans.
This White Paper provides an overview of the state of finance for disability-inclusive education, with a focus on basic education in low-and-middle-income countries (LMICs). Authors propose a framework for describing, analyzing, planning, and coordinating action to finance disability-inclusive education at a country level. Additionally, the paper provides a set of recommendations to catalyze global action on financing disability-inclusive education.
This 5-hour course is for teachers and educators who work with young displaced persons. The goal of the course is to develop and implement teaching skills that will support children's well-being and promote learning and academic success.
This 6-hour course focuses on childrens’ needs and rights, safe learning spaces, and positive discipline. It also offers guidance and suggestions on how to handle stress and difficult situations when interacting with children.
This teacher training is intended to provide ideas about how to weave differentiation into your own teaching practice when working with displaced and refugee learners.
This open, self-paced course was designed by teachers for teachers, especially those working with refugee and vulnerable learners around the world. It is intended to provide an overview of key terminology, concepts, and practices related to asset (or strength) based pedagogies.
This manual supports the delivery of two full-day workshops on the topic of supporting quality holistic learning in crisis contexts through the implementation of differentiated instruction tools and activities and through sustaining safe and secure learning spaces.
This 3-hour course is for everyone who works with, teaches, educates and cares for children of preschool and primary school age in and out of educational institutions. This training is designed to support you in your interactions with children when their work context may include stress and trauma.
Three in four countries have submitted benchmarks, or national targets, to be achieved by 2025 and 2030 for at least some of seven SDG 4 indicators: early childhood education attendance, out-of-school rates, completion rates, gender gaps in completion rates, minimum proficiency rates in reading and mathematics, trained teachers and public education expenditure. This report provides the first annual snapshot of country progress towards these national targets.
This is a list of curated tools and resources that can help you plan, develop and integrate Monitoring, Evaluation, and Learning (MEL) into your work throughout the programme cycle, as well as to apply knowledge and adjust the approach gained from evidence generated through MEL.
The ALiVE assessment was conducted in 34 districts of Tanzania mainland, in July 2022. A total of 14,645 adolescents aged 13-17 years were assessed from 11,802 households.
This guide provides practical guidance for using the Sphere minimum standards when implementing nature-based solutions (NbS) that addresses societal challenges in humanitarian action, including disaster risk reduction (DRR) and climate change adaptation.
More than 1,600 hours of content in language, mathematics, science, technology, ways of thinking, healthy living and citizenship available to students around the world; so that they continue learning from home.The educational contents are available in 4 languages (Spanish, English, French and Portuguese) and classified by age group and subject matter.
This module sets out the key actions for coordination teams to ensure that the needs and priorities of persons with disabilities are addressed through humanitarian coordination. It will equip learners with the knowledge to identify the needs and priorities of persons with disabilities and to design and monitor a response that addresses these.
This needs assessment, conducted in Herat, Ghor and Badghis, used a qualitative child-centred and participatory methodological approach, and aimed to contribute to closing the knowledge gaps and to generate highquality in-depth evidence of the situation of children’s rights and well-being in western Afghanistan.
This report provides an overview of existing digital teacher professional development resources for teachers working in displacement contexts. The report focuses on the Middle East North Africa and Sub Saharan African Regions.
The MHPSS MSP is an intersectoral package that outlines a set of activities that are considered to be of the highest priority in meeting the needs of emergency-affected populations, based on existing guidelines, available evidence and expert consensus. Each activity comes with checklists of core and additional actions.
The Journal on Education in Emergencies (JEiE) and INEE hosted a webinar to celebrate the publication of JEiE Volume 8, Number 3 - Special Issue on Education in Pandemics!
At its founding, INEE established a Steering Group to facilitate good governance and provide strategic direction for network activities coordinated by the INEE Secretariat. The INEE Bylaws animate this ambition and set out processes and expectations for the INEE Steering Group and its relationship with the INEE Secretariat.
This document provides guidance when communicating with Ukrainian nationals and those who have arrived from Ukraine as a result of the war along with suggested terminology around MHPSS.
This article extends current debates in Education for Peacebuilding (EfP) in conflict settings. It presents and discusses two paradoxes I have observed when examining EfP literature and engaging in conversations with EfP scholars: ‘the paradox of liberalism’ and ‘the paradox of decoloniality’.
The call for reparations, which has long reverberated in former colonies, is now gaining momentum in the aid and philanthropy sectors, too. Can international reparations be a way forward towards a more equitable world order, or are they too politically charged to succeed, perhaps even counter-productive?
The Toolkit provides recommendations and resources to strengthen inclusive education programming to enable Save the Children to achieve greater successes in the provision of high-quality ECCD and basic education as promoted by the Quality Learning Framework, also in emergency and humanitarian context.
Several efforts are underway to determine and document the processes through which collaboration between Education in Emergencies and Child Protection actors can take place. This evidence review aims to add value to ongoing global efforts and inform the current discourse by extracting lessons from country- and local-level practice across diverse contexts.
The INEE Community of Practice (CoP) organised a live discussion with Ukrainian scholars studying and experiencing the impact of the Russian invasion on higher education in Ukraine. The panelists highlighted the critical issues faced by the academic communities and institutions in crises and engaged with the audience answering questions on the current state of higher education in Ukraine.
In her review of Education, Equality and Justice in the New Normal, Deepa Srikantaiah writes that, without sustained grassroots resistance, capitalism and neoliberalism will set the postpandemic “new normal.” Meanwhile, she offers hope in the plurality of approaches to holistic education presented by the volume’s contributing authors.
Changha Lee’s review of Learning, Marginalization, and Improving the Quality of Education in Low-income Countries offers a snapshot of “learners at the bottom of the pyramid” and what the volume’s contributing authors suggest the EiE field must do to support these marginalized and hard-to-reach students.
The financing landscape for scaling EiEPC innovations is complex. There are various types and sources of financing - each with requirements and limitations. This Learning Paper aims to demystify the financing landscape, so that innovators better understand their options, and donors, fund managers and other stakeholders can adjust and enhance their support.
In this French-language contribution, Jean-Benoît Falisse et al. examine a “double shock” on education in the Democratic Republic of the Congo: a policy abolishing fees for public primary school and COVID-19. The influx of new students, school closures, and precarious contracts made continuing in the profession untenable for many teachers.
Su Lyn Corcoran, Helen Pinnock, and Rachel Twigg compare experiences of remote learning during COVID-19 in the Democratic Republic of the Congo and Syria—evidence which supports inclusive, localized approaches that engage community networks and build caregivers’ capacity as home educators through tailored, easy-to-use guidance materials.
Hannah Hoechner and Sadisu Idris Salisu report findings from participant-recorded verbal diaries, interviews, and news media analysis that suggest that the Nigerian state rationalized forced closures of Qur’anic schools and student deportations by casting Qur’anic education as both a security threat and a public health concern.
Drawing from interviews with teenage mothers, pregnant adolescents, and other community members in Maiwut Town, South Sudan, Anne Corwith and Fatimah Ali highlight factors that contributed to the girls’ resilience and motivation to return to school, including their aspiration for financial freedom and having a role model.
Emma Carter and her co-authors studied factors that influenced whether educators in 298 schools in Rwanda felt prepared to deliver remote education during COVID-19. Differences in preparedness aligned with existing inequalities in Rwanda, the availability of material support, and guidance from a school leader.
Craig Davis and Gustavo Páyan-Luna’s field note explores how COVID-19 spurred the USAID-funded Asegurando la Educación program to bring in-person social and emotional learning activities to scale across Honduras by leveraging social media, short videos, and a sports-based program, among other approaches for both students and teachers.
In this field note, Michèle Boujikian, Alice Carter, and Katy Jordan discuss how the NGO Jusoor borrowed from a software engineering methodology to rapidly test assumptions and refine programming to develop Azima, a WhatsApp-based education program for Syrian refugees living in Lebanon during COVID-19.
Carmen Sherry Brown examines the rollout of a virtual tutoring program she developed with parents of children receiving remote learning in the United States during COVID-19. Her field note offers lessons on implementing web-based tutoring, and on developing in-service and pre-service teachers’ capacity to support online learning.
In this field note, Leena Zahir and Janhvi Maheshwari-Kanoria highlight the Internet-Free Education Resource Bank (IFERB), a library of project-based learning activities and guides that can be used offline and in low-resource contexts. Experience piloting IFERB in five countries suggests it contributed to gains in literacy, numeracy, and 21st-century skills.
In his review of Pandemic Education and Viral Politics, Noah Kippley-Ogman suggests that the editors’ discussion of the viral spread of mis- and disinformation about the pandemic, among other subjects featured in the volume, would be of particular interest to readers from the EiE field.
This special issue of the Journal on Education in Emergencies (JEiE) offers empirical research on students’, parents’, and teachers’ experience of the COVID-19 pandemic in South Sudan, the Democratic Republic of the Congo, Rwanda, Nigeria, and Syria, and offers lessons for preparing for future disruptions to schooling from fieldwork in Honduras, Lebanon, the US, and elsewhere.
In their editorial note, Emily Dunlop and Mark Ginsburg place the COVID-19 pandemic in historical, political, and social context and summarize the evidence presented in each of the articles in this special issue.
In this literature review, Kathlyn E. Elliott, Katie A. Mathew, Yiyun Fan, and David Mattson map emergent themes from 124 empirical studies, reports, and historic accounts of Ebola, SARS, MERS, HIV/AIDS, and COVID-19 to the INEE Minimum Standards Framework to assess priority areas for delivering education during health crises.
This guidance note by INEE and the Alliance aims to promote integration and collaboration across the two humanitarian sectors of education and child protection. It orients stakeholders in both sectors to principles, frameworks, opportunities, and resources for program integration in order to ensure efficient, targeted, and effective interventions that result in improved outcomes for children and young people.
This brief advocates for and highlights the benefits of disability-inclusive Early Childhood Development in Emergencies (ECDiE). It includes examples of good practice in disability-inclusive ECDiE programming from around the world; in addition, it provides recommendations for governments, donors, and programmers for a more inclusive ECDiE.
This guidance note aims to support programme implementers, coordinators, and other humanitarian actors in addressing suicide and self-harm in humanitarian settings. It brings together a wide range of approaches, tools, reference materials, and case examples. It is a practical and concise resource that is applicable across all types of emergencies, organizations, and sectors.
