This Edukans training manual is intended as a guide to train people in how to respond to the needs of students with learning and behavioural problems, such as dyslexia, dyscalculia, lack of motivation, aggression and anxiety.
The paper proposes a set of actions and recommendations to strengthen humanitarian-development coherence in the education sector, with guidelines for education stakeholders to take collective action and advocate for improved coherence within their own agencies and across the education sector’s full spectrum of policy and programming.
This report contains findings of a study commissioned by Forum for African Women Educationalists Uganda Chapter to estimate the prevalence of early marriages and adolescent pregnancies among school going girls during the COVID-19 pandemic in Uganda and investigate the drivers of engagement in sexual activity among school going girls and young women during the COVID-19 pandemic.
This toolkit was developed for country offices (COs) in UNICEF’s West and Central Africa region and provides a brief overview of strategies and tools that can be applied to strengthen advocacy efforts in the field of education.
The Gender Equality Study implemented in Gaza and West Bank to ensure that children with disability of both genders enjoy their right to education, it is of high interest to understand how gender and disability interplay to restrict or limit the right to inclusive and gender transformative education.
The reasons behind the drop out of girls and boys with disability or the fact that they have never attended school have been assessed in this study. The present research has analyzed policy, institutional, financial and cultural barriers at play for girls and boys with disability and without disability.
One 24 March 2021, the INEE Advocacy Working Group hosted a launch of a new advocacy brief: Private Engagement in Education in Emergencies: Rights and Regulations.
This data report provides details from a survey of applicants to the Norwegian Refugee Council’s Accelerated Education Program in Northern Uganda, 2020.
The present study has four goals: characterizing a framework for teaching competencies in crisis contexts in Afghanistan, generating valid and reliable instruments to assess this framework, assess teachers’ needs and competencies based on classroom observations and self-reports, and, Identify how contextual and individual teaching characteristics are associated with teachers’ competencies,.
Building on the AEWG’s programme definitions and our expertise in AE and other non-formal or alternative education options that accelerate the acquisition of knowledge and skills, the AEWG developed this set of principles and action points for catch-up programmes.
This Technical Note was developed to assist humanitarian aid, development and disaster risk management organizations, national and local governments and community actors within and across sectors with the delivery of a priority set of actions to reduce suffering and improve mental health and psychosocial well-being through integration with risk management perspectives and approaches that link prevention, preparedness, response and recovery.
This report highlights the primarily negative effects resulting from the combination of sudden school closures and restricted access to and availability of services, social networks, and other protective facilities for children and young people living in crisis-affected contexts.
This guidance aims to help evaluators and others to better understand those criteria, and improve their use. It starts by describing what they are, and how they are meant to be used. Then the definitions and concepts underpinning each criterion are explained. Finally, examples provide the reader with concrete ideas for using them.
This brief explores some of these tensions and makes recommendations to support the prioritization of safe, equitable, and quality public education for all children and young people affected by crises.
This webinar was convened to mark the launch of two new tools developed by the INEE Standards and Practice Working Group: the Education in Emergencies Competency Framework and the INEE Minimum Standards Indicator Framework.
The Disability Inclusive Education Forum: Reaching the most marginalized, issued a timely reminder that, in an unpredictable 2020, children and young people already facing the greatest barriers and highest risk of exclusion are being left further behind, without the opportunity to reach their full potential.
These advocacy messages are designed to influence policy dialogue and debate to ensure access to safe, inclusive, equitable, and quality education for all children affected by conflict and crisis during the COVID-19 pandemic.
This framework provides a way for education in emergency (EiE) stakeholders to demonstrate alignment with and progress towards the INEE Minimum Standards.
This How-To-Hote aims to provide guidance on how to include and integrate skills-based social and emotional learning across the USAID program cycle into basic education programs, which serve children and youth (including adolescents) with a variety of formal and informal education programs, including youth workforce programs.
