This paper summarizes the findings of the monitoring report: Mind the Gap: The State of Girls’ Education in Contexts of Crisis and Conflict. It recommends actions for implementers, policymakers, and donors to address the gaps identified in the delivery, planning, funding, and monitoring of girls’ and women’s education in crisis contexts.
During this webinar on new measures in the INEE Measurement Library, presenters shared evidence on three measures that have been developed or adapted for their specific contexts: Response to Stress Questionnaire (RSQ) in Lebanon, Teacher Classroom Observation (TCO) in Tanzania, and Holistic Assessment for Learning (HAL) in Syria.
The Response to Stress Questionnaire was developed in an attempt to capture the ways that refugee students in Lebanon react to and cope with specific sources of stress, including parental depression, family conflict, and academic stressors.
This is a summary and policy companion to a larger mapping exercise on how EiE and CPHA actors measure four categories of school-based, physical security interventions that address external threats of conflict and violence, as well as their relationship with access to education and the psychosocial wellbeing of learners.
The mapping is for both the EiE and CPHA sectors, in particular for those looking to strengthen monitoring and evaluation frameworks and practices for the protection of education from attack and for those looking to develop or enhance integrated CPHA-EiE programs at school level, in areas affected by armed conflict and violence.
Based on the INEE Minimum Standards for Education, this contextualized tool defines effective, quality, and inclusive education practices that support the provision of safe, quality, and relevant education for all children and youth in Mongolia.
Street Child’s Marginalised No More project in Nepal supports 7,000 highly marginalised girls to learn basic literacy and numeracy through an accelerated learning programme (ALP) and livelihood support.
This report builds a case for the importance of education in preventing conflict and displacement, in adequately responding to internally displaced children’s education and wellbeing needs and that including internally displaced children in national education systems is a step toward achieving durable solutions to their displacement.
This guide was designed to support projects and implementors to consider how to design, implement and monitor distance teaching and learning (DTL) interventions in a time where flexibility and adaptation of interventions is necessary to keep children learning.
Link Education International’s TEAM Girl Malawi project provides community-based education (CBE) classes to 5,000 out-of-school girls and 1,200 boys in three cohorts, as well as girls clubs with a focus on sexual and reproductive health and other life skills.
People in Needs’ Aarambha project in Nepal supports 8,500 married and out-of-school adolescent girls in Nepal in developing literacy, numeracy and life skills.
Street Child’s Marginalised No More project in Nepal supports 7,000 highly marginalised girls to learn basic literacy and numeracy through an accelerated learning programme (ALP) and livelihood support.
PEAS’ GEARR-ing up for Success After School project in Uganda supports 7,493 beneficiary girls. These girls are enrolled in the 28 PEAS secondary schools established in rural locations in Uganda.
Part of the VSO Sisters for Sisters’ Education Project in Nepal, the English and Digital for Girls’ Education (EDGE) programme supports 1,350 adolescent girls through girls’ clubs which had used radio as a key modality.
The World Health Organization and UNICEF in collaboration with partners have developed the Nurturing Care Handbook. Like the Nurturing Care Framework, the Handbook is organized around five strategic actions.
This Background Paper aims to address the confusion about NFE’s definition, purpose, audience, and quality. It proposes a taxonomy and definitions of NFE programming for adolescents and youth in conflict- and crisis-affected environments, summarizes the historical and current use of terms related to NFE and reflects current policy and programmatic use of these terms.
