Resources

In the INEE 2021 Annual Report, you will find a summary of the network’s many activities and accomplishments, which are organized by INEE’s four strategic priorities and six primary functions: community building, convening, knowledge management, amplifying and advocating, facilitating and learning, and providing.

This is the executive summary of an external evaluation undertaken by Oxford Policy Management (OPM) of the Community- Led Inclusive Quality Education for Refugee Children with Disabilities Initiative. This Initiative is run in Uganda by Cohere and its partner refugee-led organisations (RLOs).

This is the executive summary of an external evaluation undertaken by Oxford Policy Management (OPM) of the Masahati Student Clubs (MSC) programme, which has been implemented along with the Proud to Be a Teacher (PtBT) programme. The MSC is a programme of Madrasati - an NGO launched in 2008 by Her Majesty Queen Rania Al Abudullah - to support public schools in Jordan. 

This is the executive summary of an external evaluation undertaken by Oxford Policy Management (OPM) of the Little Ripples programme in Chad. Little Ripples is a programme created and run by iACT - an NGO based in California, United States.

This study targeted a total of 11,074 adolescents aged 13-17 years, from 7,815 households across 400 enumeration areas in 20 districts, was conducted by 734 volunteers, 66 teacher trainees, 20 district coordinators, and 40 village coordinators, with support from the local leaders. 

By reflecting on our experiences working with a group of educators serving displaced and refugee learners and by reviewing the open access offers provided by large, international organisations, we identify limitations among existing solutions, many of which are not fully responsive to the needs of teachers in low-resource contexts who might be looking for professional development opportunities.

Developed in consultation with young people, educators, academics, leaders, governing bodies, and climate and environment experts, this paper sets out the UK Foreign, Commonwealth and Development Office (FCDO) vision for bringing the relationship between education and climate and environmental change into sharper focus.

The strategies and approaches included in the framework will help in accelerating actions for children’s, adolescents’ and caregivers’ mental health and psychosocial wellbeing in national and regional development strategies.

The first of its kind Strengthening Rapid Education Response Toolkit provides country or field-level Education teams practitioners and coordinators with a practical resource and advocacy tool to ensure education’s inclusion in first phase humanitarian response. This includes demonstrating and advocating for the importance of including education in RRMs for a holistic and child-focused response to non-education actors.

Humanitarian Action provides a comprehensive overview of the humanitarian landscape by providing both an annual snapshot complemented by analysis, and live data on on humanitarian crises and response.

These standards are age-appropriate and focus on building an emotional connection and bond with nature, harnessing students' innate willingness to help others and individual actions they can take to mitigate the effects of climate change.

This policy brief draws on country consultations, focus group discussions with education stakeholders, and key documents integrated into the GEC’s Rapid Response Mechanism (RRM) toolkit to provide a set of practical recommendations to enhance education authorities’ engagement and leadership in RRM and rapid EiE response at national, subnational, and local levels.

UNESCO is undertaking the “Greening Every School”, which consists of in two phases; 1) compiling youth demands and 2) translating youth demands into a curriculum guide for policy-makers and educators. This document presents the outcome of the first phase which focuses on gathering youth voices.

This brief focuses on integrating early childhood development in emergencies within nutrition sector response plans and programs.

This brief explains how early childhood development contributes to Gender equality. It focuses on how ECD services prevent gender based violence in emergencies and how it closes the gender gap in parental care. It shares examples of several ECDIE and Gender interventions in emergency context and recommendations on how humanitarian workers can promote gender equality through ECDIE.

How can we harness the power of mobile technologies to track learning in emergencies? Identifying ways to improve assessments in emergencies is incredibly important as there remains large gaps in understanding how children are learning in crisis settings. This report aims to provide practitioners with practical guidance and resources on using mobile technology to conduct learning assessments in emergency settings.

The SEADS handbook provides international principles and minimum standards that support people responding to a humanitarian crisis to design, implement, and evaluate crop-related crisis responses.

This tool sheet presents an overview of the key points regarding accessibility in schools. It follows the chain of movement or RECU approach (Reach, Enter, Circulate, Use). 

The module takes the learner through the INEE Minimum Standards, 2010 edition, and then through INEE’s website and a number of the tools and resources that have been developed using the Standards as the foundation.

The regional report on non-state actors in education offers a deep dive into the influence, impact and role of non-state actors in education. Eight country studies have fed into the report covering Afghanistan, Bangladesh, Bhutan, Iran, Maldives, Nepal, Pakistan, and Sri Lanka.

This paper is intended for refugee education donors, policymakers, and implementers and aims to inform policy dialogue by answering the following three questions: 1)Why is refugee education more urgent than ever? 2) What are the key tensions in refugee education and how might they be addressed? 3) How does centering refugee voices and engagement in education policy and programming advance the sector?

The manual presents a total of 34 lessons aimed at enhancing youth understanding of peace & security issues, and building their capacity to participate meaningfully and contribute to peace processes. The material is based on learner-centred, active and fun learning methods. The key principle in this material is that every Peace Club member should feel seen, heard and respected.

The study has explored how resourceless household struggle with their kid’s education accessibility, especially in earthquake disasters scenario in Gorkha Nepal. The research paper has explored existing education accessibility issues of pupils in the landless community.

This report is a product of collaborative work among more than 2000 people across Kenya, Tanzania, and Uganda. A contextualized tool developed via a learning-through-doing approach by 47 people, advisory teams of more than 25 local experts, more than 100 trainers, and close to 800 assessors.

Bhavani’s episode explores the meaning of colonization and decolonization in international development and education. We might think we know what colonization is. The history. The actors involved. The exploitation. But what does it feel like? And then what would it mean to decolonize? And what would that feel like?

On the latest episode of Rethinking Humanitarianism, host Heba Aly discusses these tensions with one of the leaders of the movement to decolonise aid, Degan Ali, executive director of Adeso.

In this NORRAG Special Issue, Heila Lotz-Sisitka and Eureta Rosenberg have skilfully curated 28 contributions from 75 authors in 22 countries that showcase what is currently being done to close the gap between the potential of education to contribute to more a sustainable and just world and the experiences of those in education.

In 2021, UNGEI partnered with Plan International UK and Plan International Canada to conduct a rapid pilot of the EiE-GenKit tools along with the national Plan International organizations and implementing partners in South Sudan and Uganda over a six-month period.

This report outlines, in detail, how mobile phones can be applied as a learning tool in emergency settings. It also provides practical case studies and references for how mobile phones have been used to teach students, support parents and train teachers.

There are four main steps in the ALiVE contextualization approach: 1) Prioritizing the competencies in context; 2) Understanding the skills in context; 3) Developing tools in context; and 4) Defining the assessment process in context.

The webinar was hosted for the launch of UNICEF report on the role of remote modalities in implementing mental health and psychosocial support programs and services in the education sector. 

This report provides an analysis of the impact of the COVID-19 pandemic on accelerated and short-term alternative education programs.

The EiE-GenKit is a core resource package for gender in education in emergencies. The EiE-GenKit is the first resource of its kind, providing education practitioners with practical tools to promote gender-responsive programming  from crisis to peace and sustainable development.

INEE and the AEWG are thrilled to share a new publication, which explores opportunities and challenges to institutionalizing Accelerated Education programmes (AEPs) into national education systems.  To launch this publication, this webinar focused on research undertaken in Colombia, Jordan, Nigeria, Pakistan, and Uganda.

The Rugged Resilience Measure (RRM) is a brief measure of psychological or ‘internal’ resilience. It draws on qualities associated with how likely youth can cope with adversity and significant stressors.

The Educator Assessment of Learners’ Soft Skills Ability (EALSA) tool is a formative assessment that measures communication, interpersonal skills, dependability, and problem solving/critical thinking to improve outcomes around soft skills for both in-school and out-of-school youth.

The new IIEP-UNESCO publication compares data from The Gambia, Ghana, Guinea, Namibia, Senegal, and Zambia to  explore the complex dynamics of the use of learning data, examining among other factors, the interactions among the different actors.

The Teachers’ Observations of Learners’ Social and Emotional Learning questionnaire was developed in an attempt to assess a set of social, emotional, behavioral, and cognitive competencies among primary school-age children in fragile, conflict-affected settings. 

The YouthPower Action Youth Soft Skills Assessment (YAYSSA) intends to measure general social and emotional skills of youth in low-resource environments.

The Caregiver Reported Early Development Instrument (CREDI) was designed to serve as a population-level measure of early childhood development (ECD) for children from birth to age three. The 117-item Long Form used in China gathers information on the development of five inter-related domains: motor, cognitive, language, social-emotional, and mental health.

The Caregiver Reported Early Development Instrument (CREDI) was designed to serve as a population-level measure of early childhood development (ECD) for children from birth to age three. The Short Form used in Brazil gathers information on the development of five inter-related domains: motor, cognitive, language, social-emotional, and mental health, and takes less than 5 minutes per respondent.

The goal of the study outlined in this brief was to assess survey measures relevant to children’s development specifc to the Rohingya refugee camps. Specifcally, we measured experiences of the refugee camps, caregivers’ well-being, and child social-emotional development among families with pre primary-aged (3-4 year old) children.

The 2022 UNHCR Refugee Education Report tells the stories of some of the more than 10 million refugee children of school age under UNHCR’s mandate, including school-aged Venezuelans displaced abroad. 

It is estimated that 244 million children and youth between the ages of 6 and 18 worldwide were out of school in 2021. The estimates confirm that, even before the onset of COVID-19, progress in reducing the out-of-school population had slowed down.

This factsheet presents six stories from children with disabilities, collected by Humanity & Inclusion in Lebanon, Jordan, Egypt and the occupied Palestinian territory.

In 2020 and 2021, the Global Coalition to Protect Education from Attack (GCPEA) identified over 450 reported attacks on education and incidents of military use of schools, universities, and educational facilities in Myanmar by state armed forces and non-state armed groups, the majority of which occurred after the military takeover on February 1, 2021

This report is the result of the research project “Teachers, Schools, and Communities: A Framework for Improving Basic Education in Gang-controlled Territories”, a product of the research agreement between the Dubai Cares Foundation and the Universidad Centroamericana José Simeón Cañas (UCA) of El Salvador, Central America.

This checklist provides a package of essential actions required to ensure disability-inclusive humanitarian action in line with the IASC guideline, CCCs, UNICEF Emergency Procedures, and guidance. It is a companion to UNICEF’s Guidance on including children with disabilities in humanitarian action.

The implementation and institutionalization of the contextualized INEE Minimum Standards (MS) for North Kivu are documented in this report by presenting challenges, lessons learned, and areas for further work.

The framework on the development of professional teaching standards aims to improve teacher quality, teaching and learning, as well as support the implementation and monitoring of the teacher target in the Education 2030 Agenda for Sustainable Development and specifically SDG4.