In her review of Making Refuge: Somali Bantu Refugees and Lewiston, Maine, by Catherine Besteman, Kelsey A. Dalrymple underscores for EiE audiences what Besteman writes about the role refugee communities’ histories, values surrounding education, and past cruel and othering experiences in schools play in their resettlement, identity formation, and cultural change.
In her review of Those We Throw Away Are Diamonds: A Refugee’s Search for Home by Mondiant Dogon, with Jenna Krajeski, Elisabeth King shows how Dogon’s first-person account of his life calls into question popular misconceptions about forced migration and refugee life. King says the book is a powerful reminder of why EiE practitioners engage in this work, and of the work that remains.
In this editorial note, JEiE Editor-in-Chief Dana Burde and Senior Managing Editor Heddy Lahmann introduce the key themes, trends, and novel contributions to evidence on education in emergencies offered in JEiE Volume 8, Number 1.
Key facts on mental health in emergencies, and how nearly all people affected by emergencies will experience some form of psychological distress, which for most people will improve over time.
We are pleased to share the recording of this webinar on what works to support girls’ access to education in emergencies within the Bangladesh context.
This toolkit aims to be the go-to resource for localisation across a range of clusters and humanitarian coordination structures, with tools relevant to a wide range of practitioners.
This case study highlights some of the effects of violence on education in Palestine between January 2019 and September 2021, based on an analysis of Occupied Palestinian Territory (oPt) Education Cluster data.
Under the Accelerating Change for Children’s and Youths’ Education through Systems Strengthening (ACCESS) research project—led by the University of Auckland in partnership with the AEWG and funded by Dubai Cares under E-Cubed—this report presents findings from the first phase of research in Nigeria.
This case study highlights some of the effects of violence on education in Palestine between January 2019 and September 2021, based on an analysis of Occupied Palestinian Territory (oPt) Education Cluster data. This case study also highlights how oPt Education Cluster partners utilized data on attacks on education for a timely and holistic response to such attacks.
This report presents findings from the first phase of research in Uganda based on an extensive review of data and documentation from existing AE and NFE programming in the country, a thorough review of national education policies and legislative frameworks, and interviews with key informants.
This report presents findings from the first phase of research in Pakistan, with a specific focus on Balochistan province. Based on an extensive review of data and documentation from existing AE and NFE programming in the country, a thorough review of national education policies and legislative frameworks, and interviews with key informants.
Under the Accelerating Change for Children’s and Youths’ Education through Systems Strengthening (ACCESS) research project—led by the University of Auckland in partnership with the AEWG and funded by Dubai Cares under E-Cubed—this report presents findings from the first phase of research in Colombia.
Under the Accelerating Change for Children’s and Youths’ Education through Systems Strengthening (ACCESS) research project—led by the University of Auckland in partnership with the AEWG and funded by Dubai Cares under E-Cubed—this report presents findings from the first phase of research in Jordan.
This resource contains 100 gender responsive play-based learning activities to make children feel happy and promote learning and development for all boys and girls and adults who play.
This report identified gaps in the evidence, particularly on the role of CVA in increasing equity and inclusion of the most marginalised children in EiE, which has informed the central focus of this research.
In order to continue advancing inclusive education, World Vision and Mercy Corps with the support of the No Lost Generation (NLG) initiative, conducted a behavioral barrier analysis among more than 250 Jordanian and Syrian parents of children with disabilities in the host community and camp settings.
This webinar shared the ongoing work being done by the INEE to review the INEE Minimum Standards (INEE MS) with a gender and disability inclusion lens; using the INEE MS to implement inclusive education programming in emergency contexts; and sharing INEE IETT and members’ suggestions for how to make the INEE MS more applicable for inclusive education programs in emergency contexts in the future.
The WASH Project Model (PM) is a set of evidence-based practices in the three principal domains of WASH intervention: water, sanitation and hygiene. Over the years, these interventions have proven to be effective for the implementation of programmes that are impactful, scalable and sustainable across a variety of contexts where World Vision works (primarily in rural Area Programme settings).
