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1 January 2023 Report
War Child
Samuel Hall

Child-focused Rapid Assessment of Humanitarian Needs

This needs assessment, conducted in Herat, Ghor and Badghis, used a qualitative child-centred and participatory methodological approach, and aimed to contribute to closing the knowledge gaps and to generate highquality in-depth evidence of the situation of children’s rights and well-being in western Afghanistan.

22 December 2022 Report Childhood Education International

Digital Teacher Professional Development in Education in Displacement Settings: Access, equity, and quality

This report provides an overview of existing digital teacher professional development resources for teachers working in displacement contexts. The report focuses on the Middle East North Africa and Sub Saharan African Regions.

22 December 2022 Toolkit Inter-Agency Standing Committee (IASC)

Mental Health and Psychosocial Support Minimum Service Package

The MHPSS MSP is an intersectoral package that outlines a set of activities that are considered to be of the highest priority in meeting the needs of emergency-affected populations, based on existing guidelines, available evidence and expert consensus. Each activity comes with checklists of core and additional actions.

20 December 2022 Policy Document Inter-agency Network for Education in Emergencies (INEE)

INEE By-Laws

At its founding, INEE established a Steering Group to facilitate good governance and provide strategic direction for network activities coordinated by the INEE Secretariat. The INEE Bylaws animate this ambition and set out processes and expectations for the INEE Steering Group and its relationship with the INEE Secretariat.

17 December 2022 Journal Article
Globalisation, Societies and Education

Between ‘the paradox of liberalism’ and ‘the paradox of decoloniality’: education for peacebuilding in conflict settings

This article extends current debates in Education for Peacebuilding (EfP) in conflict settings. It presents and discusses two paradoxes I have observed when examining EfP literature and engaging in conversations with EfP scholars: ‘the paradox of liberalism’ and ‘the paradox of decoloniality’.

9 December 2022 Report Alliance for Child Protection in Humanitarian Action

Education & Child Protection: A Review of Good Practice on Inter-Sectoral Collaboration

Several efforts are underway to determine and document the processes through which collaboration between Education in Emergencies and Child Protection actors can take place. This evidence review aims to add value to ongoing global efforts and inform the current discourse by extracting lessons from country- and local-level practice across diverse contexts.

8 December 2022 INEE Webinar Inter-agency Network for Education in Emergencies (INEE)

Universities in Crises: Higher Education Dilemmas During the Russian Invasion of Ukraine

The INEE Community of Practice (CoP) organised a live discussion with Ukrainian scholars studying and experiencing the impact of the Russian invasion on higher education in Ukraine. The panelists highlighted the critical issues faced by the academic communities and institutions in crises and engaged with the audience answering questions on the current state of higher education in Ukraine. 

7 December 2022 Journal Article Journal on Education in Emergencies (JEiE)

Book Review: Education, Equality and Justice in the New Normal: Global Responses to the Pandemic edited by Inny Accioly and Donaldo Macedo

In her review of Education, Equality and Justice in the New Normal, Deepa Srikantaiah writes that, without sustained grassroots resistance, capitalism and neoliberalism will set the postpandemic “new normal.” Meanwhile, she offers hope in the plurality of approaches to holistic education presented by the volume’s contributing authors.

7 December 2022 Journal Article Journal on Education in Emergencies (JEiE)

Book Review: Learning, Marginalization, and Improving the Quality of Education in Low-income Countries edited by Daniel A. Wagner, Nathan M. Castillo, and Suzanne Grant Lewis

Changha Lee’s review of Learning, Marginalization, and Improving the Quality of Education in Low-income Countries offers a snapshot of “learners at the bottom of the pyramid” and what the volume’s contributing authors suggest the EiE field must do to support these marginalized and hard-to-reach students.

7 December 2022 White Paper
United Nations High Commissioner for Refugees (UNHCR)
Humanitarian Education Accelerator (HEA)

Financing Scale in Humanitarian Education Innovation

The financing landscape for scaling EiEPC innovations is complex. There are various types and sources of financing - each with requirements and limitations. This Learning Paper aims to demystify the financing landscape, so that innovators better understand their options, and donors, fund managers and other stakeholders can adjust and enhance their support.

7 December 2022 Journal Article Journal on Education in Emergencies (JEiE)

Implementing Free Primary Education in a Crisis Context: COVID-19 and Education Reform in South Kivu, Democratic Republic of the Congo

In this French-language contribution, Jean-Benoît Falisse et al. examine a “double shock” on education in the Democratic Republic of the Congo: a policy abolishing fees for public primary school and COVID-19. The influx of new students, school closures, and precarious contracts made continuing in the profession untenable for many teachers.

7 December 2022 Journal Article Journal on Education in Emergencies (JEiE)

Home Learning for Children in Low-Income Contexts during a Pandemic: An Analysis of 2020 Survey Results from Syria and the Democratic Republic of the Congo

Su Lyn Corcoran, Helen Pinnock, and Rachel Twigg compare experiences of remote learning during COVID-19 in the Democratic Republic of the Congo and Syria—evidence which supports inclusive, localized approaches that engage community networks and build caregivers’ capacity as home educators through tailored, easy-to-use guidance materials.

7 December 2022 Journal Article Journal on Education in Emergencies (JEiE)

Scapegoating the Usual Suspects? Pandemic Control and the Securitization of Qur’anic Education in Northern Nigeria

Hannah Hoechner and Sadisu Idris Salisu report findings from participant-recorded verbal diaries, interviews, and news media analysis that suggest that the Nigerian state rationalized forced closures of Qur’anic schools and student deportations by casting Qur’anic education as both a security threat and a public health concern.

7 December 2022 Journal Article Journal on Education in Emergencies (JEiE)

The 2020 Pandemic in South Sudan: An Exploration of Teenage Mothers’ and Pregnant Adolescent Girls’ Resilience and Educational Continuity

Drawing from interviews with teenage mothers, pregnant adolescents, and other community members in Maiwut Town, South Sudan, Anne Corwith and Fatimah Ali highlight factors that contributed to the girls’ resilience and motivation to return to school, including their aspiration for financial freedom and having a role model.

7 December 2022 Journal Article Journal on Education in Emergencies (JEiE)

School Leaders’ and Teachers’ Preparedness to Support Education in Rwanda during the COVID-19 Emergency

Emma Carter and her co-authors studied factors that influenced whether educators in 298 schools in Rwanda felt prepared to deliver remote education during COVID-19. Differences in preparedness aligned with existing inequalities in Rwanda, the availability of material support, and guidance from a school leader.

7 December 2022 Journal Article Journal on Education in Emergencies (JEiE)

Improving Social-Emotional Health: Expansion of Teacher and Student Wellbeing during the COVID-19 Crisis in Honduras

Craig Davis and Gustavo Páyan-Luna’s field note explores how COVID-19 spurred the USAID-funded Asegurando la Educación program to bring in-person social and emotional learning activities to scale across Honduras by leveraging social media, short videos, and a sports-based program, among other approaches for both students and teachers.