These standards are age-appropriate and focus on building an emotional connection and bond with nature, harnessing students' innate willingness to help others and individual actions they can take to mitigate the effects of climate change.
This policy brief draws on country consultations, focus group discussions with education stakeholders, and key documents integrated into the GEC’s Rapid Response Mechanism (RRM) toolkit to provide a set of practical recommendations to enhance education authorities’ engagement and leadership in RRM and rapid EiE response at national, subnational, and local levels.
UNESCO is undertaking the “Greening Every School”, which consists of in two phases; 1) compiling youth demands and 2) translating youth demands into a curriculum guide for policy-makers and educators. This document presents the outcome of the first phase which focuses on gathering youth voices.
This brief explains how early childhood development contributes to Gender equality. It focuses on how ECD services prevent gender based violence in emergencies and how it closes the gender gap in parental care. It shares examples of several ECDIE and Gender interventions in emergency context and recommendations on how humanitarian workers can promote gender equality through ECDIE.
How can we harness the power of mobile technologies to track learning in emergencies? Identifying ways to improve assessments in emergencies is incredibly important as there remains large gaps in understanding how children are learning in crisis settings. This report aims to provide practitioners with practical guidance and resources on using mobile technology to conduct learning assessments in emergency settings.
The SEADS handbook provides international principles and minimum standards that support people responding to a humanitarian crisis to design, implement, and evaluate crop-related crisis responses.
This tool sheet presents an overview of the key points regarding accessibility in schools. It follows the chain of movement or RECU approach (Reach, Enter, Circulate, Use).
The module takes the learner through the INEE Minimum Standards, 2010 edition, and then through INEE’s website and a number of the tools and resources that have been developed using the Standards as the foundation.
The regional report on non-state actors in education offers a deep dive into the influence, impact and role of non-state actors in education. Eight country studies have fed into the report covering Afghanistan, Bangladesh, Bhutan, Iran, Maldives, Nepal, Pakistan, and Sri Lanka.
This paper is intended for refugee education donors, policymakers, and implementers and aims to inform policy dialogue by answering the following three questions: 1)Why is refugee education more urgent than ever? 2) What are the key tensions in refugee education and how might they be addressed? 3) How does centering refugee voices and engagement in education policy and programming advance the sector?
The manual presents a total of 34 lessons aimed at enhancing youth understanding of peace & security issues, and building their capacity to participate meaningfully and contribute to peace processes. The material is based on learner-centred, active and fun learning methods. The key principle in this material is that every Peace Club member should feel seen, heard and respected.
The study has explored how resourceless household struggle with their kid’s education accessibility, especially in earthquake disasters scenario in Gorkha Nepal. The research paper has explored existing education accessibility issues of pupils in the landless community.
This report is a product of collaborative work among more than 2000 people across Kenya, Tanzania, and Uganda. A contextualized tool developed via a learning-through-doing approach by 47 people, advisory teams of more than 25 local experts, more than 100 trainers, and close to 800 assessors.
Bhavani’s episode explores the meaning of colonization and decolonization in international development and education. We might think we know what colonization is. The history. The actors involved. The exploitation. But what does it feel like? And then what would it mean to decolonize? And what would that feel like?
On the latest episode of Rethinking Humanitarianism, host Heba Aly discusses these tensions with one of the leaders of the movement to decolonise aid, Degan Ali, executive director of Adeso.
In this NORRAG Special Issue, Heila Lotz-Sisitka and Eureta Rosenberg have skilfully curated 28 contributions from 75 authors in 22 countries that showcase what is currently being done to close the gap between the potential of education to contribute to more a sustainable and just world and the experiences of those in education.
In 2021, UNGEI partnered with Plan International UK and Plan International Canada to conduct a rapid pilot of the EiE-GenKit tools along with the national Plan International organizations and implementing partners in South Sudan and Uganda over a six-month period.
This report outlines, in detail, how mobile phones can be applied as a learning tool in emergency settings. It also provides practical case studies and references for how mobile phones have been used to teach students, support parents and train teachers.
There are four main steps in the ALiVE contextualization approach: 1) Prioritizing the competencies in context; 2) Understanding the skills in context; 3) Developing tools in context; and 4) Defining the assessment process in context.
