Resources

The study is based on key informant interviews (KIIs) with key stakeholders who have knowledge of the education data systems in NW Syria. This paper presents findings on the current education data systems and explores what types and quality of data they collect. It identifies challenges affecting the data systems from three angles, namely, context, outputs and processes, in addition to suggesting policy options.

This policy brief outlines the extent to which the 2019 Kaduna State Teacher Recruitment, Deployment and Retention Policy has been implemented as intended. It highlights the factors that enabled or hindered the implementation process and provides recommendations for policymakers seeking to improve teacher management processes in Northeast Nigeria and other conflict-affected settings

This policy brief is based on the “Data Systems Report,” which explores Lebanon’s education data systems, focusing on data collection related to access, quality and continuity of education, especially in conflict and crisis. The study for that report maps critical stakeholders, highlighting roles and responsibilities.

This brief draws on a working paper that reviews existing evidence and knowledge on the education sector in Lebanon, plus consultations with key stakeholders. It summarises the conditions in the education system, the methodology used to formulate the research agenda, and eight priority themes the ERICC team will focus on in the Lebanese context.

The primary purpose of the study was to pinpoint incoherences within the teacher management system, which serves significant refugee populations as well as Jordanian nationals, and to highlight possible solutions and ways forward to address misalignments that can compromise the quality, effectiveness, and efficiency of the education system

This report undertakes a mapping and analysis of Lebanon’s education data systems, focusing on understanding and documenting what data are collected on access, quality and continuity, particularly in contexts of conflict and protracted crisis. Emphasising the pivotal role of data systems in governance and policy decisions, the study utilises a methodology involving a desk review and conversations with primary data sources. The report provides an overview of Lebanon's existing data systems, including key issues such as data types, key stakeholders, data collection frequency, data-sharing and identified data gaps.

This guidance is intended to be a practical tool for country-based Education Cluster and Working Groups to take steps, appropriate to their context, towards achieving the Humanitarian Development Nexus.

Based on an evidence review, the Centre for Lebanese Studies formulated a research agenda for education in the context of conflict and protracted crises in Lebanon. Based on a review of existing evidence and knowledge as well as consultations with stakeholders in the education sector, the paper focuses on micro and macro levels of educational processes by engaging with pre-existing conditions, drivers of learning and development, and outcomes.

This paper presents a proposed Research Agenda for education in conflict and crisis in South Sudan. Through a comprehensive ‘country scan’ process guided by the ERICC programme – involving an evidence review, mapping exercises, key informant interviews and key stakeholder meetings – evidence gaps in education within the conflict-affected and protracted crisis context of South Sudan have been identified.

This policy brief summarises the findings, implications and recommendations of research conducted in Madagali Local Government Area in northern Adamawa State. A comprehensive evidence review was conducted to identify evidence gaps, complemented by extensive consultations with federal and local stakeholders in Nigeria to understand the educational context in Adamawa and draw out recommendations. Further research will inform the design of interventions to improve the provision of basic education in the State.

This data systems review explores what education data is available and how it is used by stakeholders in Jordan to improve access, quality, continuity and outcomes for children affected by conflict and crisis. The methodology included a desk review of relevant literature coupled with 11 stakeholder interviews.

This technical brief highlights key findings from a detailed report of a rigorous review of the existing body of research in education in the conflict-affected context of Myanmar: Diversity and Fragmentation of Myanmar Education: Schooling Shaped by Protracted Conflict and Crisis (Rinehart et al, 2024) This review draws upon relevant studies conducted since 2000 as well as complementary findings from journalistic writing and key informant interviews conducted in 2024. It organises, describes and analyses the current evidence base for education in Myanmar and identifies evidence gaps for future research.

This rigorous review synthesises evidence on education in the conflict-affected contexts of Myanmar. Applying the ERICC conceptual framework (Kim et al., 2022), we analyse the status of education and overall outcomes in terms of access, quality, continuity and coherence of education, particularly in regions that are controlled by ethnic armed organisations (EAOs), in refugee camps and in migrant settings on the Thai-Myanmar border.

The World Education Statistics document is composed of an introduction that describes broadly the SDG4 monitoring framework, 11 thematic chapters, annexes, and a glossary. Each chapter focuses on one SDG 4 target and its more relevant indicator(s)

This webinar introduced participants to Indikit and the newly updated education indicators. It showed how to navigate the platform and took participants through examples of how to collect quality data. It provided space for participants to ask questions on how it all works, and how one can develop their own organizational indicator guidance if interested in having a tailored platform of indicators.

The report provides an in-depth analysis of the severe funding gaps that continue to impact child protection in humanitarian settings. As crises escalate worldwide, the report highlights the urgent need for increased and equitable funding to protect the most vulnerable children.

Together, the panelists engaged in discussion about connections and learnings across contexts. These presentations, ranging from global evidence reviews to comparative longitudinal studies, aimed to create a more cohesive understanding of the latest research in refugee inclusion, with the aim to move the EiE sector forward through specific takeaways for policy and practice. 

Using the Foundations for All (FFA) project as a frame for broader discussions of minimal computing, this paper expores education for displaced populations in Uganda and the role technology has in that education.

The policy brief describes the substantive, methodological and geographic scope of existing evidence on refugee student access to national education systems (NES). It then presents findings about six global-, regional- and national-level enabling factors and constraints for refugee student access to NES.

In this module, we will explore: What disability inclusion means and why inclusive education is important; Concrete actions Education partners can take to promote Disability Inclusion in their EiE response; What role Cluster/EiE Working Groups teams can play to better integrate Disability Inclusion in EiE programming.