Resources

The INEE Inclusive Education in Emergencies Training Module training seeks to introduce frontline responders, humanitarian program developers, and implementers of all sectors to basic concepts of Inclusive Education in Emergencies and crisis-affected contexts. It can be used independently or with other modules of the full EiE Harmonized Training Package.

The Global Education Cluster Data Repository is a new centralized information platform, bringing together critical data points from country-level responses, including People in Need, People Targeted, People Reached, and funding levels. This makes the Data Repository an essential resource for the sector to inform decision-making, including planning, response monitoring, advocacy, and resource mobilization.

This study aims to explain the current and future situations of Syrian refugee children (SRC) in the Turkish education system in light of the views of teachers and administrators. The focal point in the study is to ascertain the situations that affect and are affected by the involvement of Syrian refugee students in the Turkish education system.

This paper explores the intrinsic links between rupture, loneliness, resilience and agency within the experiences of refugee and asylum-seeking people, drawing on a wider study conducted in Scotland during the COVID-19 lockdowns in 2020 and 2021.

In times of conflict and displacement, education is a critical lifeline, offering children a safe space to learn and grow and providing families with crucial and life-saving information related to safety, mental health, and children's protection. For Lebanon, sustaining education is paramount for the country's recovery.

Educator has effective methods to get to know students’ assets (strengths) and can incorporate students’ strengths, interests, and goals into the curriculum.

The 2024 Gender Report tells the increasingly positive story of girls’ education access, attainment and achievement, which is helping reverse decades of discrimination. But there is much more to say on gender equality in and through education. A companion to the 2023 GEM Report, this report looks at the interaction between education and technology with a gender lens.

This webinar launched the UNHCR global review of primary education for refugees: “From barriers to breakthroughs". It included an overview of the findings, with case studies presented by panelists from Rwanda and Bangladesh.

I examine the conditions underlying the emergence of nationally accredited refugee-led schools in Kenya’s Dadaab camps and what these schools do to improve education quality and their students’ performance in national exams.

This white paper encapsulates our collective learnings from working with a network of actors in low- and middle-income and conflict affected contexts who aim to understand what works, how, and for whom. The goal of this paper is to distill insights from the diverse perspectives and experiences of dedicated researchers, inspire action, and provide recommendations for a future distinguished by inclusive and impactful outcomes. 

The paper presents the concept of education system resilience (ESR) as found in the literature and explores understandings and implementation of ESR within policies and plans for a selected group of GPE partner countries.

I aim to address the research question ‘How does the integration process in a Western destination country contribute to the exclusion of refugees from knowledge production?

This tool is intended to be used primarily by GPE Secretariat country teams but may also be useful to GPE partner countries and their education sector partners. This tool is part of GPE’s commitments to support inclusive, evidence-based policy dialogue to include refugees in education systems. 

INEE, ICRC, and GCPEA hosted a webinar on the global impact of attacks on schools, universities, students, and educators, and how the humanitarian sector is responding.

This report presents a desk study and analysis of relevant literature specific to prioritised themes in the climate change and gender equality and climate change and Sexual and Reproductive Health and Rights intersection. The purpose of the desk study is to establish the evidence base, identify knowledge gaps, trends and promising practices, with the view to inform policy and programming in the intersection.

This report presents a desk study and analysis of relevant literature specific to prioritised themes at the intersection of climate change and education, focusing on basic education in low-income countries. The purpose of the desk study is to establish the evidence base, identify knowledge gaps, trends and promising practices, with the view to inform policy and programming in the intersection between education and climate change. 

This brief discusses the importance of measuring quality, the process of developing and implementing this quality instrument, and the preliminary analysis of data collected using it. In addition to informing the impact evaluation, a broader goal of this work is to contribute to the emerging knowledge on measuring program quality and fidelity, particularly in low and middle income countries (LMIC) and emergency contexts, and better understand “how” and “why” parenting programs in these contexts do or do not work.

The first global report, jointly published by UNESCO and UNICEF, offers insights into global and regional ECCE trends. The report, which is a key response to the commitments outlined in the Tashkent Declaration, synthesizes scientific evidence on ECCE’s importance, and exposes persistence gaps in policy and investment. It illustrates how countries have responded to providing equitable and quality ECCE opportunities. 

This paper explores how primary education for refugees can be improved: in terms of access, quality, finance, and policy. It explores successes achieved within different policy environments, ranging from contexts where refugee children have no access to national education systems to full inclusion where refugee children attend public schools with the same rights and financing as national children. 

This timely analysis highlights persistent challenges and untapped opportunities, offering a guide to all those working to address the chronic underfunding of education in crisis contexts. The four persistent challenges explain why EiE continues to be underfunded and not prioritised as highly as other sectors. The three opportunities point a way forward to mobilise more funding for EiE.