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.
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.
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).
