This webinar highlighted the structure of the INEE Background Paper on Distance Education in Emergencies and inform participants about the key challenges, lessons learned, practices, and actions to consider when aiming to provide quality, principles-based distance education (DE) in emergencies.
In this short and clear brief, we define early childhood development and why is it important to understand specially in crisis contexts. We also explain the Nurturing care framework and how to use it to mitigate risks for young children in crisis settings and supporting them to have a healthy development.
This brief talks about the threats of young children in crisis being exposed to pro-longed stress and adversities and how to best mitigate the impact on their brain development. It shares how the humanitarian sector can incorporate early childhood development programs in their emergency response plans and programs through the nurturing framework lens.
In conducting program, research, and/or evaluation activities in the EiE field, individuals may find themselves unprepared to address the ethical dilemmas that inevitably arise in these settings. To bridge this gap, a group of researchers, practitioners, and graduate students curated a collection of 18 short vignettes based on the real-life challenges and ethical dilemmas they faced.
The 2022 Gender Report presents fresh insights on progress towards gender parity in education with respect to access, attainment and learning. It showcases the results of a new model that provide coherent estimates, combining multiple sources of information, on completion rates.
The book examines the underlying principles that guide effective teaching in an age when all of us, and in particular the students we are teaching, are using technology. A framework for making decisions about your teaching is provided, while understanding that every subject is different, and every instructor has something unique and special to bring to their teaching.
This background paper highlights specific challenges, lessons learned, practices, and actions to consider when aiming to provide quality, principles-based distance education (DE) in emergencies. The paper considers inclusion and equity to be key guiding principles for education in general and calls for their application across all education modalities, especially distance education.
This material supports the Learning Spaces section of the Introduction to Social and Emotional Learning Workshop, delivered by the Quality Holistic Learning Project.
This manual supports the delivery of four introductory workshops that focus on Quality Holistic Learning in crisis contexts through social and emotional learning. The training is organized in 4 interactive workshops.
This material supports the Psychosocial Support section of the Introduction to Social and Emotional Learning Workshop, delivered by the Quality Holistic Learning Project.
This material supports the Psychosocial Support section of the Introduction to Social and Emotional Learning Workshop, delivered by the Quality Holistic Learning Project.
This material supports the SEL Competencies section of the Introduction to Social and Emotional Learning Workshop, delivered by the Quality Holistic Learning Project.
The toolkit is designed for use by teachers and/or teacher trainers at different levels of education in humanitarian settings to promote wellbeing, teaching, and learning. This toolkit contains a range of resources to support the delivery of PSS-SEL through distance education modalities.
This toolkit is a set of short guidance, practical tools, and capacity-building packages that provide operational guidance on including children with disabilities in humanitarian action.
This case study presents the strengths and weaknesses of two INEE Conflict Sensitive Education (CSE) workshops held in November 2018 (Training 1) and June 2019 (Training 2) in Goma, Democratic Republic of the Congo (DRC), as part of the Never too Late to Learn consortium in DRC.
This case study presents the strengths and weaknesses of a series of three INEE Conflict Sensitive Education (CSE) workshops held in November 2019 and November 2020 as part of the Never too Late to Learn consortium in DRC.
This case study presents the strengths and weaknesses of a series of four INEE Conflict Sensitive Education (CSE) workshops held in October 2019 (Training 1), October 2020 (Training 2), February 2021 (Training 3), and March 2021 (Training 4) as part of the Never too Late to Learn consortium in Tanzania.
INEE is pleased to share the recording of this web event that marked the end of the ‘Never Too Late to Learn’ project - a joint 4-year initiative of The European Union (DG INTPA), NRC, and INEE.
In this brief, we outline the process and strategies used throughout to provide context and a path forward for future researchers to deliver quality research in this, and other, complex research environments with the ultimate goal of informing the types, design, and delivery of services to support families and foster resilience in these contexts for generations to come.
To address the growing need for AE Programs, in 2022/23 the AEWG will engage more directly with national policymakers and key donors who are shaping or have the potential to shape the structural conditions within which AE Programs operate.
