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.