This note is intended to be helpful for technical staff in Ministries of Education, donor agencies, local education groups, and non-profit organizations in thinking through appropriate interventions. This global evidence it presents should be used alongside context-specific analyses and system diagnostics.
This publication exposes these impacts and calls for effective strategies to ensure education continuity, promote gender equality and improve lives and futures through a review of published research, a global survey of actions taken by organizations in favour of gender equality in education, and in-depth data collection in five countries.
This technical note, intended for governments, practitioners, donors, academics, and UNICEF’s and UNGEI’s staff and partners implementing policies and programmes related to girls’ education and FGM, seeks to demonstrate and deepen linkages between the two, as well as present related strategies to advance girls’ education and eliminate FGM.
This report collects recent and historic examples of laws, court decisions, military orders, policies, and practice by governments, armed forces, non-state armed groups, and courts aimed at protecting schools and universities from use for military purposes.
This document provides guidance on the assessment, research, design, implementation and monitoring and evaluation of MHPSS programmes in emergency settings. Although designed specifically for emergency contexts (including protracted crises), the framework may also be applicable for the transition phases from emergency to development (including disaster risk reduction initiatives).
This call to action, endorsed by 51 civil society organizations urges the governments of the G20 to commission the relevant UN agencies to develop, fund, and implement a plan to protect and promote education for Afghan children, especially girls and people with disabilities, both in Afghanistan and those who have fled their country seeking protection.
Bangladesh has seen implementation of numerous Education in Emergencies interventions throughout the last two and half decades. In this webinar, Bangladeshi EiE practitioners presented some of these successful interventions
INEE partnered with the UKRI GCRF to convene a series of three regional workshops (Amman, Bogota, and Dhaka) to discuss regional challenges and opportunities of research, identify key evidence gaps, and map ongoing knowledge production. The below provides an introduction and key learnings from these workshops as well as a summary of each workshop.
The report is the result of many conversations with key stakeholders and influencers involved in Education in Displacement (EID). Collectively, we saw a need to assess the sector and its ecosystem, focusing on several key dimensions: quality education; evidence; collaboration and coordination; localisation; learning and adaptation.
Build Forward Better presents new analysis on which countries’ school systems are most vulnerable to existing risks and future crises. And it sets out what the global community needs to do to support ministries of education in those countries to prepare now. So that, even during emergencies, education systems can provide all children with good-quality, safe and inclusive opportunities to learn.
This mental health in schools training package, developed by the WHO Regional Office for the Eastern Mediterranean, will enable educators to better support the mental health needs of their students and to take practical steps that are implementable in school settings.
This guide will support field level staff to ensure that all children have access to safe learning opportunities that meet their individual needs. It outlines the barriers to learning that the most marginalised have access to safe learning opportunities that meet their individual needs.
This report reviews the emerging evidence on remote learning throughout the global school closures during the COVID-19 pandemic. Its goal is to help guide decision-makers to build more effective, sustainable remote learning systems for current and future crises.
This White Paper, created for anyone interested in improving education outcomes, responds to discussions with policymakers, practitioners, and researchers. It draws on a thorough 12-month analysis of 45 organisations and 80 interviews with Ministers of Education and their officials, academics, knowledge actors, education practitioners, and leaders and experts from International and Non-Governmental Organisations.
This booklet provides handy tips and ways you can help your child develop literacy and numeracy skills. It provides fun, inexpensive, accessible and practical activities you can do with your child at home.
In this paper we evaluate the effectiveness of live tutoring calls from teachers, using a randomized controlled trial with 4,399 primary school students in Sierra Leone. Tutoring calls increased engagement in educational activity but had no effect on mathematics or language test scores, for girls or boys.
This first output of the Teacher Wellbeing Toolkit comprises a tools & resources mapping and a gap analysis report, building on the existing body of work by collecting existing resources, tools, and policy or advocacy documents that address teacher wellbeing in emergency settings.
The E-Cubed Research Fund aims to strengthen the evidence base in EiE, by supporting contextually relevant and usable research, and disseminating global public goods. The following provides analytics on proposals received between 2017-2020.
In October 2020, INEE and Dubai Cares engaged the INEE Network in a survey on evidence gaps in light of COVID-19. The survey was disseminated and accessible in all five of INEE’s working languages (English, Arabic, French, Spanish, Portuguese). Data were collected over a three-week period via SurveyMonkey. This report details the survey response.
