Resources

This brief synthesizes virtual interviews conducted with accelerated education teachers in Palabek refugee settlement, Uganda, and Juba, South Sudan as well as implementing partners during the disruptions caused by the health pandemic. The brief captures teachers’ and practitioners’ perceptions of the pandemic’s influence on learners and how the COVID-19 health pandemic influenced AE teachers’ professional and personal lives and experiences (e.g. roles, responsibilities, relationships, etc.).

This brief highlights key gaps in the evidence base on gender and EiE and provides strategic guidance and thematic content for new research initiatives focused on gender and EiE. 

This brief is prepared to provide recommendations on promising and practical approaches to support education during the acute crisis period in Ukraine and to mitigate the impacts of the Russian invasion on children’s learning and wellbeing.

This report summarizes progress, gaps, challenges and opportunities in improving education and training for girls and women affected by conflict and crisis. This report monitors progress since the first Mind the Gap report and highlights the following thematic areas: distance education and the digital divide, school-related gender-based violence, and girls’ education during climate crisis. 

This INEE Minimum Standards-aligned Guidance Note is an opportunity to put teacher wellbeing at the center of our response and recovery efforts in conflict and crisis affected settings. Not just because an investment in teachers is an investment in children and adolescents, but because at this moment in history teachers deserve our unparalleled attention as an end unto itself. 

The “Back to School Index” is a project to use public data to build an interactive platform that provides support and guidance for the management of the opening and closing of 140,000 public and private schools in the Mexico.

District Health Information Software (DHIS2) is an open-source web-based platform that has been used to capture, validate, and analyze health data for the last two decades in middle- and low-income countries. Since 2019, Uganda has piloted and implemented DHIS2 for DEMIS (Decentralized Education Management Information System) at district level.

In March 2020 BRAC explored alternative approaches and designed a telecommunication model, Pashe Achhi, to support all the direct beneficiaries during the pandemic. The objective of the intervention was to be connected with the beneficiaries and promote children’s wellbeing and development through play-based learning, positive parenting, and self-care practices of caregivers.

This Guide aims to strengthen the capacity of youth leaders in Africa to contribute to peace building through education, and for them to empower young people for the prevention of violence, the promotion of a culture of peace and mutual understanding and respect among peoples.

The Assessment developed and implemented by Abs Organization for Women & Child (ADO) intends to identify the most important education needs at the level of infrastructure, education provision capacity, and learner well-being in the governorate of Hajjah – more specifically the districts of Mustaba and Abs.

From October 2018 to June 2021, the REALISE initiative launch a research project with the aim to identify and monitor girls at risk of dropping out of school as well as to put in place community-based mechanisms to retain a maximum number of girls in school. This study focused on girls in 22 primary schools, secondary schools and learners in remedial education centers in DR Congo.

The UNRWA EiE Indicator Bank was developed in complement to the UNRWA Common Monitoring Framework (CMF), which includes mandatory indicators for measuring the performance of the UNRWA Education programme. The main objective of establishing the EiE Indicator Bank was to strengthen and harmonize the monitoring and evaluation of EiE activities implemented across the UNRWA Fields of Operation

This INEE infographic visualizes key statistics from Mind the Gap 2: Seeking Safe and Sustainable Solutions for Girls’ Education in Crises, a report which monitors progress in women's and girls' education in crisis and conflict and highlights the following thematic areas: distance education and the digital divide, school-related gender-based violence, and girls’ education during climate crisis. 

ORAM protects and empowers LGBTQIA+ asylum seekers and refugees on every step of their journey, working along displacement routes and in transit countries. They connect individuals with the resources and opportunities they need to build safe, stable and empowered lives. 

Rainbow Railroad is a global not-for-profit organization that helps LGTBQI+ people facing persecution based on their sexual orientation, gender identity and sex characteristics.

This policy paper summarizes the findings of the monitoring report: Mind the Gap 2: Seeking Safe and Sustainable Solutions for Girls’ Education in Crises. 

INEE is pleased to share the recording of this web event during which Dr. Siran Mukerji and Dr. Anjana Virbhan, both INEE community members working at Indira Gandhi National Open University, India, sharedtheir experiences of how Indian higher education institutions responded to the education emergency caused by COVID-19.

The Teacher Professional Development (TPD) package has been developed to provide support for teachers recruited to teach in refugee settlements and other emergency related education situations in Uganda.

This course is designed to provide UNICEF staff with foundational knowledge and skills relating to education in emergencies.  The course was originally designed by ESARO, the content has been utilized and updated from existing content from EiE capacity development training (such as for Frontline Responders, INEE Minimum Standards, Risk-Informed Programming, and others) in a comprehensive manner.

The framework provides a blueprint to ensure that the ECW Secretariat realizes disability inclusion, both internally and through its investments and partnerships. Additionally it seeks to guide the systematization of ECW’s work on Disability Inclusion to ensure that the Fund can reach 10% of children with disabilities across its investment portfolio.