Resources

This second webinar brought together Dr. Danielle Falk (International Rescue Committee), Dr. Mary Mendenhall (Teachers College, Columbia University), and Mading Peter Angong (Education Action in Crisis) to share their ongoing research with teachers working amidst conflict, crisis, and forced displacement.

During this webinar, panelists presented five new psychometric measurement tools recently published in the INEE Measurement Library.

This paper focuses on the transition to the next 1000 days of the life course, describes why this developmental period matters, identifies the environments of care, risks, and protective factors that shape children's development, estimates the number of children who receive adequate nurturing care, and examines whether current interventions are meeting children's needs.

This briefing paper argues that the risks and impacts of climate change are critical to consider within any effort to prevent, mitigate, or respond to attacks on education. In the face of these converging crises, states should act urgently to protect education in the context of climate change.

This document will highlight efforts to: 1) Understand the inclusion of children with disabilities in education during emergencies in the Central African Republic, and 2) Identify children with disabilities at risk of exclusion from education programming in Cox’s Bazar, Bangladesh. 

This virtual event provided an overview of the Inclusive Distance Education Toolkit, Disability-inclusive Education in Emergencies report, and other resources. Attendees got the chance to meet IEWG members and co-chairs, and INEE’s IE Coordinator, and have the opportunity to ask questions related to the resources and work of INEE’s IEWG.

The Teacher Wellbeing (TWB) tool was developed and used to evaluate the impact of tutoring program for low-performing children in northeastern Nigeria.

This report identifies concerning trends for the safety and wellbeing of children living in areas impacted by conflict. The last three decades have seen a staggering rise in the number of children living under the shadow of war, as well as an increase in heinous attacks committed against children. There is an urgent need for action to end what is too often a war on children.

Entitled Lead for learning, this report argues that, in pursuing specific goals, education leaders are more than just managers. They are change agents, who need the time, trust and support to focus on setting a vision and developing the people they serve and work with. The report calls for investment in and empowerment of school and system leaders. There should be fair hiring processes and growth opportunities that recognize the full scope of leaders’ roles. Moreover, leadership works best when it is shared, empowering others to lead as they can within their roles.

We draw on the case of Colombia, which signed a peace agreement in 2016 after more than five decades of armed conflict and massive internal displacement, to analyze how transitional justice processes are incorporated within the education system.

This research examines the enabling environments for effective implementation of MHPSS interventions delivered in education settings in humanitarian contexts, with specific focus on the NRC’s Better Learning Programme implemented in Kenya and Colombia. This report synthesizes learning from the full research in each of the two countries, emphasizing both the role and value of MHPSS in education programming, as well as the specific perceptions of impact and implementation of the intervention by various education stakeholders.

Based on a literature review of disability inclusive education in emergencies guidance, the key tools listed are designed to signpost frontline staff to key resources to support development of that particular area of education. The suggested resources are intended to be accessible and easy-to-use by specialists and non-specialists alike

This NORRAG Special Issue 10 explores the critical role of education in shaping a more just and equitable world. Contributors from diverse backgrounds offer innovative perspectives on how education can be transformed to address the pressing social, economic, political, and ecological crisis and challenges of our time.

A staggering 400 million students globally experienced school closures from extreme weather since 2022, with climate change disproportionately impacting those boys and girls who are displaced or affected by conflicts, violence and other humanitarian crises. The challenge is clear, and so are many of the solutions. Specific actions to undertake are set out here.

This first UCL ERICC webinar brings together the three ERICC British Academy Bilateral Chairs, joined by Discussant Professor Simone Datzberger, to introduce their ongoing work in three conflict-affected settings — Cox's Bazar - Bangladesh, Iraq and Lebanon — and promote dialogue and synergy between ongoing ERICC research in these contexts and more widely across and beyond the seven ERICC Consortium's focal countries.

Information transmission and connectivity is crucial in the Pacific, a region characterized by high geographic dispersion. While the application of ICT in education has significant potentials, it is hindered by the region's limited and costly infrastructure. This edition accompanies the 2023 Global Education Monitoring Report, which acknowledges technology as a useful tool but invites the education community to question on whose terms it is deployed.

The WorkLinks Skills and Values Assessment (WLSVA) Tool has been validated as a credible and reliable tool to measure individual- and group-level change over time among youth and young adults in soft skills, earning skills, and certain civic values.

The Teacher Classroom Observation (TCO) Tool was developed to evaluate teacher practice and classroom quality in low- and middle-income countries including conflict and crisis-affected contexts.

The Social and Emotional Competency Assessment (SECA) Tool was adapted in the Kenyan context to assess four of the seven competencies of the Kenya Competency Based Curriculum.

The Organizational Capacity for Community-based Problem-solving (Org-CapCPS) Tool was developed and used in Rwanda to assess the capacity of refugee-led organizations to engage in and support community problem-solving.