UNICEF Bangladesh has boosted construction of learning centres to reach the rising influx of Rohingya children, while focusing on improving the quality of learning. Prior to the outbreak of COVID-19, UNICEF alone provided education opportunities for 70 per cent of Rohingya children aged 4-14 years, or 230,000 children (110,400 girls).
The Life Skills through Drama curriculum aims at promoting the protection of Syrian and Lebanese adolescent girls from Gender Based Violence and enhancing their psychosocial wellbeing. This curriculum addresses the basic life skills that adolescent girls living in difficult conditions in any similar cultural context could need.
This report summarizes progress, gaps, challenges and opportunities in improving education and training for girls and women affected by conflict and crisis. The report aims to support the Charlevoix Declaration on Quality Education’s commitment to enhance the evidence base and monitor progress toward gender-equitable education in crises.
This INEE infographic visualizes key statistics from Mind the Gap: The State of Girls’ Education in Crisis and Conflict, a report which summarizes progress, gaps, challenges and opportunities in improving education and training for girls and women affected by conflict and crisis.
The Children’s Climate Cards provide a series of fun, interactive activities to engage children on the climate change agenda and inspire a global children’s call for climate action now.
The Construction Good Practice Standards (CGPS) sets out common standards for the responsible delivery of construction projects in humanitarian settings. As such, it represents the action across all sectors to be accountable in ensuring the safety, timeliness and quality of the construction projects for which the agencies are responsible.
The findings presented here are intended to support organizations commissioning new content, adapting existing content, or considering disseminating content, to ensure it is as accessible and useful as possible to practitioners in emergency contexts.
VISUS is a methodology developed by SPRINT researchers, that permits to assess the safety of school facilities at regional scale, with the purpose of supporting the definition of pragmatic safety upgrading strategies. It has been adopted by UNESCOfor the assessment of the risks affecting the education sector.
This desk review summarises existing key data points, data sources and trends in adolescent girls’ access to and use of digital technology. It also highlights the gaps in the evidence base and where more research is needed.
This report presents recommendations for how international humanitarian agencies can better learn about and support the needs of LGBTQI people affected by conflict and displacement.
Taking advantage of the fact that São Paulo featured in-person classes for the lion’s share of the first school quarter of 2020, but not thereafter, we estimate the effects of remote learning on secondary education, using a differences-in-differences strategy that contrasts variation in dropout risk and standardized test scores between the first and the last school quarters in 2020 to that in 2019, when all classes were in-person.
Inclusion in education must start in the early years when the foundation for lifelong learning is built and fundamental values and attitudes are formed. Inequality in learning and development emerges during early childhood, before children begin primary school. Beginning to address inclusion when children begin primary school is simply too late.
Through Education in Emergencies Evidence for Action (3EA), IRC and NYU Global TIES for Children conducted an implementation study to evaluate its programming in Sierra Leone during the 2017-18 school year. Several key lessons learned from that research, specifically as they relate to the importance of and challenges around teacher professional development, are the focus of this brief.
In this policy brief, we explore the impacts of HCT as a standalone program and when packaged with skill-targeted SEL activities for students enrolled in Nigerien public schools.
This guidance document, the HAT toolkit, has been developed to improve programming for adolescent mental health promotion and prevention and to support the implementation of the WHO HAT guidelines on mental health promotive and preventive interventions for adolescents.
This webinar explored the key elements of Catch Up programmes through the launch of the AEWG Catch-up Programmes whilst also looking at the AEWG guidance on how to condense a curriculum. Two programme examples from Cameroon and Liberia were also shared.
In November 2020, Peace Direct in collaboration with Adeso, the Alliance for Peacebuilding and Women of Color Advancing Peace and Security, convened a three-day online consultation to discuss the issue of structural racism and how to ‘Decolonise Aid’.
This webinar focused on how education practitioners and organizations around the world have adapted their M&E frameworks (data collection, monitoring, evaluation and learning) during the COVID-19 crisis with presentations and panelists from INEE, People in Need Nepal, Young 1ove, EdTech Hub, the Girls Education Challenge and Malawi project team, and the INEE Distance Education Reference Group.
