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20 December 2023 Manual/Handbook/Guide United Nations Children's Fund (UNICEF), World Health Organization (WHO)

Early Adolescent Skills for Emotions (EASE)

EASE is an evidence-based group psychological intervention to help 10–15-year-olds affected by internalizing problems (e.g. stress and symptoms of anxiety, depression) in communities exposed to adversity. The intervention consists of 7 group sessions for adolescents and 3 additional group sessions for their caregivers.

19 December 2023 Research Publication Journal on Education in Emergencies (JEiE)

Journal on Education in Emergencies Volume 9, Number 1

The research articles, field notes, and book reviews featured in JEiE Volume 9, Number 1 focus on refugee education and aspirations, social and emotional learning and literacy, teachers’ agency and self-concept, peacebuilding, and education responses to COVID-19, among other important themes.

19 December 2023 Journal Article Journal on Education in Emergencies (JEiE)

Impact of Catch-up Clubs in Conflict-Affected Myanmar: A Community-Led Remedial Learning Model

Silvia Mila Arlini et al. describe the impact of a remedial education program designed to raise the literacy levels and SEL skills of students ages 8 to 13 and support their aspirations to stay in school after the COVID-19-related closures in two conflict-affected states in Myanmar.

19 December 2023 Journal Article Journal on Education in Emergencies (JEiE)

Left Further Behind after the COVID-19 School Closures: Survey Evidence on Rohingya Refugees and Host Communities in Bangladesh

Gudrun Østby et al. assess the differential effects COVID-19-related school closures had for refugee and host community boys and girls in Bangladesh. They find that the closures were especially detrimental to teenage refugee girls’ ability to resume their schooling after the pandemic.

19 December 2023 Journal Article Journal on Education in Emergencies (JEiE)

Addressing Adolescence: Advocating for Age- and Gender-Responsive Social and Emotional Learning during Emergencies

In their systematic review of SEL interventions in EiE contexts, Rena Deitz and Heddy Lahmann argue that studies that disaggregate intervention outcomes by age and gender provide the best guidance for tailoring interventions to the beneficiaries’ particular developmental and social realities.

19 December 2023 Journal Article Journal on Education in Emergencies (JEiE)

Hoping against the Odds: Understanding Refugee Youths’ Aspirations for Gaining Overseas Scholarships

Hassan Aden draws from semistructured interviews and goal-mapping exercises to explore the cultural logics of hope, hard work, and success among refugee youths living in Dadaab as they pursue scholarships that will support their higher education aspirations and enable them to resettle abroad.

19 December 2023 Journal Article Journal on Education in Emergencies (JEiE)

Bangkit Semangat—Raise the Spirits: Teachers’ Vulnerability, Resilience, and Voice in Postdisaster Indonesia

Drawing from ethnographic research on teachers in post-earthquake Indonesia, Christopher Henderson relates how global-level actors often miss the opportunity to engage meaningfully with teachers’ agency, self-concept, and resilience in humanitarian response guidance and policymaking.

19 December 2023 Journal Article Journal on Education in Emergencies (JEiE)

Field Note: Voices of Refugee Youth: Reflections on a Participatory, Youth-Centered Study

Katrina Barnes et al. offer lessons from a participatory research initiative conducted with refugees in Rwanda and Pakistan, including how to navigate youth researchers’ positionality, training, and remuneration, and how to accommodate participants’ varying levels of research skills.

19 December 2023 Journal Article Journal on Education in Emergencies (JEiE)

Field Note: Education Systems Response to COVID-19: Reflections on the Contributions of Research to USAID’s Education and Resilience Agenda

Jennifer Flemming et al. apply a resilience framework to the pandemic response in Colombia, Georgia, Lebanon, Nigeria, and Zambia to identify the practices, structures, and resource flows these systems leveraged to absorb, adapt, or transform the shock to their education systems from COVID-19.

19 December 2023 Journal Article Journal on Education in Emergencies (JEiE)

Field Note: The Impact of COVID-19 on Connected Learning: Unveiling the Potential and the Limits of Distance Education in Dadaab Refugee Camp

HaEun Kim, Mirco Stella, and Kassahun Hiticha reflect on the challenges COVID-19 created for the Borderless Higher Education for Refugees project and the project’s efforts to support learning continuity, including allowing students, mentors, and instructors to collaborate on creative solutions.

19 December 2023 Journal Article Journal on Education in Emergencies (JEiE)

Field Note: A Capabilities Response to the Design and Delivery of Distance Learning for the Most Educationally Marginalized Children during COVID-19

Kate Sykes outlines the TEAM Girl Malawi model for providing inclusive distance education to students living in extreme poverty, students with disabilities, and girls who are at risk of early marriage. It includes paper-based delivery, resilience and SEL skills, and in-person support from teachers.

19 December 2023 Journal Article Journal on Education in Emergencies (JEiE)

Field Note: Preparing Children for an Unpredictable World in the Middle of a Crisis: La Aldea’s Approach

Ana María Restrepo-Sáenz and Emmanuel Neisa Chateauneuf describe the rollout and scaling during COVID-19 of La Aldea, a learner-centered, culturally relevant multimedia education initiative for out-of-school children, internally displaced children, and refugee populations in Colombia.

19 December 2023 Journal Article Journal on Education in Emergencies (JEiE)

Book Review: Meaningless Citizenship: Iraqi Refugees and the Welfare State by Sally Wesley Bonet

In her review of Meaningless Citizenship, Samaya Mansour describes how Sally Wesley Bonet weaves the themes of refugee resettlement, citizenship, belonging, and state resettlement policies into her narrative on the education and workforce journeys of four Iraqi families resettling in the US

19 December 2023 Journal Article Journal on Education in Emergencies (JEiE)

Book Review: Becoming Rwandan: Education, Reconciliation, and the Making of a Post-Genocide Citizen by S. Garnett Russell

Orelia Jonathan reminds JEiE readers of the complex relationship between education and peacebuilding as she reflects on S. Garnett Russell’s investigation in Becoming Rwandan of the Rwandan government’s efforts to create a cohesive national identity after the 1994 genocide.

19 December 2023 Journal Article Journal on Education in Emergencies (JEiE)

Book Review: Teaching Peace and Conflict: The Multiple Roles of School Textbooks in Peacebuilding edited by Catherine Vanner, Spogmai Akseer, and Thursica Kovinthan Levi

In her review of Teaching Peace and Conflict, Myuri Komagiri engages with Vanner, Akseer, and Kovinthan Levi’s Intersecting Roles of Education in Conflict framework. Komaragiri stresses the need to prioritize the education-as-transformer role for education to contribute effectively to peacebuilding.

19 December 2023 Journal Article Journal on Education in Emergencies (JEiE)

Book Review: Youth-Led Social Movements and Peacebuilding in Africa edited by Ibrahim Bangura

In her review of Youth-Led Social Movements and Peacebuilding in Africa, Deanna Pittman extends volume editor Ibrahim Bangura’s call to action to EiE audiences: resist the suppression of youth voices and give young activists a platform to be agents of social, economic, and political change.

15 December 2023 Manual/Handbook/Guide UNESCO International Institute for Education Planning (UNESCO-IIEP)

Conceptual Framework for Education in Emergencies Data

This conceptual framework aims to build a shared and comprehensive understanding of what constitute EiE data and of the concepts and processes that underpin and guide work on EiE data across a range of contexts, including acute emergencies, protracted crises, and displacement.

15 December 2023 Toolkit UNESCO International Institute for Education Planning (UNESCO-IIEP)

Guidelines and Toolkit for a Diagnosis of the Education in Emergencies Data Ecosystem

The guidelines and toolkit aim to strengthen EiE institutional system data. More specifically, they aim to generate a diagnosis of the EiE data ecosystem at a given point in time, mainly by evaluating the opportunities for integrating humanitarian EiE data systems with development and national institutional education information systems.

15 December 2023 Manual/Handbook/Guide UNESCO International Institute for Education Planning (UNESCO-IIEP)

Institutionalizing Education in Emergencies Data Production and Use for Crisis-sensitive Educational Planning

This Guidance Note aims to support efforts in that direction, drawing on good practices and consolidating existing resources in a range of institutional, organizational, and individual elements to be considered when working to embed and improve production and use of EiE data for system resilience.