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

The Sandbox Model: A Novel Approach to Iterating while Implementing an Emergency Education Program in Lebanon during the COVID-19 Pandemic

In this field note, Michèle Boujikian, Alice Carter, and Katy Jordan discuss how the NGO Jusoor borrowed from a software engineering methodology to rapidly test assumptions and refine programming to develop Azima, a WhatsApp-based education program for Syrian refugees living in Lebanon during COVID-19.

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

Remote Family Engagement through Virtual Tutoring: An Emergency Response to Support Children, Families, and Students

Carmen Sherry Brown examines the rollout of a virtual tutoring program she developed with parents of children receiving remote learning in the United States during COVID-19. Her field note offers lessons on implementing web-based tutoring, and on developing in-service and pre-service teachers’ capacity to support online learning.

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

Project-Based Learning as an Innovative COVID-19 Response

In this field note, Leena Zahir and Janhvi Maheshwari-Kanoria highlight the Internet-Free Education Resource Bank (IFERB), a library of project-based learning activities and guides that can be used offline and in low-resource contexts. Experience piloting IFERB in five countries suggests it contributed to gains in literacy, numeracy, and 21st-century skills.

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

Book Review: Pandemic Education and Viral Politics by Michael A. Peters and Tina Besley

In his review of Pandemic Education and Viral Politics, Noah Kippley-Ogman suggests that the editors’ discussion of the viral spread of mis- and disinformation about the pandemic, among other subjects featured in the volume, would be of particular interest to readers from the EiE field.

7 December 2022 Research Publication Journal on Education in Emergencies (JEiE)

Journal on Education in Emergencies Volume 8, Number 3

This special issue of the Journal on Education in Emergencies (JEiE) offers empirical research on students’, parents’, and teachers’ experience of the COVID-19 pandemic in South Sudan, the Democratic Republic of the Congo, Rwanda, Nigeria, and Syria, and offers lessons for preparing for future disruptions to schooling from fieldwork in Honduras, Lebanon, the US, and elsewhere.

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

Editorial Note: Journal on Education in Emergencies Volume 8, Number 3

In their editorial note, Emily Dunlop and Mark Ginsburg place the COVID-19 pandemic in historical, political, and social context and summarize the evidence presented in each of the articles in this special issue.

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

Educating during a Health Emergency: An Integrative Review of the Literature from 1990 to 2020

In this literature review, Kathlyn E. Elliott, Katie A. Mathew, Yiyun Fan, and David Mattson map emergent themes from 124 empirical studies, reports, and historic accounts of Ebola, SARS, MERS, HIV/AIDS, and COVID-19 to the INEE Minimum Standards Framework to assess priority areas for delivering education during health crises.

5 December 2022 Manual/Handbook/Guide Alliance for Child Protection in Humanitarian Action, Inter-agency Network for Education in Emergencies (INEE)

Supporting Integrated Child Protection and Education Programming in Humanitarian Action

This guidance note by INEE and the Alliance aims to promote integration and collaboration across the two humanitarian sectors of education and child protection. It orients stakeholders in both sectors to principles, frameworks, opportunities, and resources for program integration in order to ensure efficient, targeted, and effective interventions that result in improved outcomes for children and young people.

2 December 2022 Policy Brief Inter-agency Network for Education in Emergencies (INEE)

Opportunities and Challenges for Disability-Inclusive Early Childhood Development in Emergencies

This brief advocates for and highlights the benefits of disability-inclusive Early Childhood Development in Emergencies (ECDiE). It includes examples of good practice in disability-inclusive ECDiE programming from around the world; in addition, it provides recommendations for governments, donors, and programmers for a more inclusive ECDiE. 

2 December 2022 Manual/Handbook/Guide Inter-Agency Standing Committee (IASC)

Addressing Suicide in Humanitarian Settings

This guidance note aims to support programme implementers, coordinators, and other humanitarian actors in addressing suicide and self-harm in humanitarian settings. It brings together a wide range of approaches, tools, reference materials, and case examples. It is a practical and concise resource that is applicable across all types of emergencies, organizations, and sectors.

1 December 2022 Report Inter-agency Network for Education in Emergencies (INEE)

INEE 2021 Annual Report

In the INEE 2021 Annual Report, you will find a summary of the network’s many activities and accomplishments, which are organized by INEE’s four strategic priorities and six primary functions: community building, convening, knowledge management, amplifying and advocating, facilitating and learning, and providing.

1 December 2022 Case Study United Nations High Commissioner for Refugees (UNHCR)

The Masahati Student Clubs (MSC) and Proud to Be a Teacher (PtBT) Programmes in Jordan

This is the executive summary of an external evaluation undertaken by Oxford Policy Management (OPM) of the Masahati Student Clubs (MSC) programme, which has been implemented along with the Proud to Be a Teacher (PtBT) programme. The MSC is a programme of Madrasati - an NGO launched in 2008 by Her Majesty Queen Rania Al Abudullah - to support public schools in Jordan. 

1 December 2022 Case Study United Nations High Commissioner for Refugees (UNHCR)

The Little Ripples Programme in Chad

This is the executive summary of an external evaluation undertaken by Oxford Policy Management (OPM) of the Little Ripples programme in Chad. Little Ripples is a programme created and run by iACT - an NGO based in California, United States.

1 December 2022 Emergency Update/Report Regional Education Learning Initiative

Do our children have life skills and values? Assessment of Life skills and Values in East Africa (ALiVE): Uganda Report

This study targeted a total of 11,074 adolescents aged 13-17 years, from 7,815 households across 400 enumeration areas in 20 districts, was conducted by 734 volunteers, 66 teacher trainees, 20 district coordinators, and 40 village coordinators, with support from the local leaders. 

1 December 2022 Report
Childhood Education International

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

By reflecting on our experiences working with a group of educators serving displaced and refugee learners and by reviewing the open access offers provided by large, international organisations, we identify limitations among existing solutions, many of which are not fully responsive to the needs of teachers in low-resource contexts who might be looking for professional development opportunities.

1 December 2022 White Paper UK Foreign, Commonwealth & Development Office (FCDO)

Addressing the climate, environment, and biodiversity crises in and through girls’ education

Developed in consultation with young people, educators, academics, leaders, governing bodies, and climate and environment experts, this paper sets out the UK Foreign, Commonwealth and Development Office (FCDO) vision for bringing the relationship between education and climate and environmental change into sharper focus.

30 November 2022 Toolkit
Global Education Cluster, Norwegian Refugee Council (NRC), Save the Children, United Nations Children's Fund (UNICEF), United Nations Educational, Scientific and Cultural Organziation (UNESCO)
European Union, REACH, Translators without Borders

Strengthening Rapid Education Response Toolkit

The first of its kind Strengthening Rapid Education Response Toolkit provides country or field-level Education teams practitioners and coordinators with a practical resource and advocacy tool to ensure education’s inclusion in first phase humanitarian response. This includes demonstrating and advocating for the importance of including education in RRMs for a holistic and child-focused response to non-education actors.