These contextualization tools consist of a methodology and reflections, as well as the resultant contextualized Domain 3 of the Guidance Note for Teacher Wellbeing in Emergency Settings for use in Kakuma Refugee Camp, Kenya.
These contextualization tools consist of a methodology and reflections, as well as the resultant contextualized Domain 3 of the Guidance Note for Teacher Wellbeing in Emergency Settings for use with university instructors in non-state universities in Myanmar.
These contextualization tools consist of a methodology and reflections, as well as the resultant contextualized Domain 2 of the Guidance Note for Teacher Wellbeing in Emergency Settings for use in Palestine.
These contextualization tools consist of a methodology and reflections, as well as the resultant contextualized Domain 1 of the Guidance Note for Teacher Wellbeing in Emergency Settings for use in Soacha, Colombia
The Caring for the Caregiver (CFC) package focuses on enabling front-line workers to promote caregivers' mental health and emotional well-being. CFC provides front-line workers with skills and activities to address barriers by encouraging self-care, partner and family engagement, and problem-solving barriers to resources.
This toolkit enables partners to build or strengthen monitoring systems; collect robust data and analyze and report on the impacts of attacks; harmonize definitions; and develop more effective attack prevention and mitigation plans.
This White Paper provides an overview of the state of finance for disability-inclusive education, with a focus on basic education in low-and-middle-income countries (LMICs). Authors propose a framework for describing, analyzing, planning, and coordinating action to finance disability-inclusive education at a country level. Additionally, the paper provides a set of recommendations to catalyze global action on financing disability-inclusive education.
This 5-hour course is for teachers and educators who work with young displaced persons. The goal of the course is to develop and implement teaching skills that will support children's well-being and promote learning and academic success.
This 6-hour course focuses on childrens’ needs and rights, safe learning spaces, and positive discipline. It also offers guidance and suggestions on how to handle stress and difficult situations when interacting with children.
This teacher training is intended to provide ideas about how to weave differentiation into your own teaching practice when working with displaced and refugee learners.
This open, self-paced course was designed by teachers for teachers, especially those working with refugee and vulnerable learners around the world. It is intended to provide an overview of key terminology, concepts, and practices related to asset (or strength) based pedagogies.
This manual supports the delivery of two full-day workshops on the topic of supporting quality holistic learning in crisis contexts through the implementation of differentiated instruction tools and activities and through sustaining safe and secure learning spaces.
This 3-hour course is for everyone who works with, teaches, educates and cares for children of preschool and primary school age in and out of educational institutions. This training is designed to support you in your interactions with children when their work context may include stress and trauma.
Three in four countries have submitted benchmarks, or national targets, to be achieved by 2025 and 2030 for at least some of seven SDG 4 indicators: early childhood education attendance, out-of-school rates, completion rates, gender gaps in completion rates, minimum proficiency rates in reading and mathematics, trained teachers and public education expenditure. This report provides the first annual snapshot of country progress towards these national targets.
This is a list of curated tools and resources that can help you plan, develop and integrate Monitoring, Evaluation, and Learning (MEL) into your work throughout the programme cycle, as well as to apply knowledge and adjust the approach gained from evidence generated through MEL.
The ALiVE assessment was conducted in 34 districts of Tanzania mainland, in July 2022. A total of 14,645 adolescents aged 13-17 years were assessed from 11,802 households.
This guide provides practical guidance for using the Sphere minimum standards when implementing nature-based solutions (NbS) that addresses societal challenges in humanitarian action, including disaster risk reduction (DRR) and climate change adaptation.
More than 1,600 hours of content in language, mathematics, science, technology, ways of thinking, healthy living and citizenship available to students around the world; so that they continue learning from home.The educational contents are available in 4 languages (Spanish, English, French and Portuguese) and classified by age group and subject matter.
This module sets out the key actions for coordination teams to ensure that the needs and priorities of persons with disabilities are addressed through humanitarian coordination. It will equip learners with the knowledge to identify the needs and priorities of persons with disabilities and to design and monitor a response that addresses these.
