A comprehensive, coordinated assessment of the sector to gain evidence to help identify the best approaches to inform the further development of COVID-19 response and recovery efforts; to support the development of evidence-based response policies and practices, and to inform a holistic national response and recovery plan.
In response to the shift to remote learning in Jordan since March 2020, this report analyses the findings of a research project on the impact of Covid-19 on education one year after the first cases of Covid-19 were recorded in the country.
This brief expands on the work of Schwartz (2012) who reviewed the global literature on remedial programmes and identified key design and implementation features and builds on other studies that explored the use of EdTech and remedial programmes in low- and middle-income countries.
A greener, fairer future outlines the origins of the climate emergency and explains how confronting issues like the legacy of colonialism, racial discrimination and gender inequality through education is key to finding a sustainable solution to the crisis. The paper introduces the Gender-Equal Green Learning Agenda, a new framework to help leaders address the climate crisis through education.
This systematic literature review was guided by the overarching aim of establishing the categories of EdTech that may be appropriate to support the learning of children with disabilities aged 6–12 years in low- and middle-income countries (LMICs). The review provides a synthesis of what we know from the evidence and highlights gaps in the existing knowledge base.
This free practical training is designed for people working in Early Childhood Development (ECD) who are responsible for the creation of sustainable and culturally relevant parenting programmes.
This webinar marked the launch of the INEE Policy Paper, "Investing in Learning: the Case for Strengthening the Collection and Use of Learning Assessment Data in EiE Contexts."
This document seeks to identify a series of considerations and approaches that should inform government decision-making regarding policies and procedures for the formative assessment of students in the context of remote provision of educational services.
The package of child well-being resources includes: 1) Defining and Measuring Child Well-Being in Humanitarian Action: A Contextualization Guide, 2) Training package, including PowerPoint slide deck and Facilitator Guide, and 3) Child Well-Being in Humanitarian Action: A Desk Review.
This Guide highlights the key steps in the process of adapting the global inter-agency child well-being definition and measurement framework to context. It includes all of the contextualization and measurement tools and questionnaires. The training package provides practical guidance, support and materials to help the training facilitators successfully implement the training for data collectors in a manner that maximizes learning.
The COVID-19 pandemic, which left 1.6 billion children out of school worldwide, meant the world needed to rapidly scale up flexible education options to reach all learners. This global need mandated us to leverage our expertise in accelerating learning to provide guidance for donors, implementers, and education systems to help all learners catch up when schools reopen.
These resources include a needs assessment survey and facilitator guide to design and implement a remote mentoring or coaching model through text-messages on WhatsApp.
The goal of this framework is to support local and national members of the Child Protection and Education Country coordination groups to improve their operational capacity in key areas.
Right to Play is asking teachers around the world these questions to provide us with some initial indications on your wellbeing, thinking specifically about how COVID-19 may have affected your lives.
This consultation explores children and young people’s views and experiences related to COVID-19 and its indirect impacts. Firstly, it looks at children and young people’s perceptions of how COVID-19 has had an impact on their lives and countries. Secondly, it seeks to highlight the ways in which they are working to help to stop the spread of the virus and lessen its impacts.
The research team designed the study to support impact through knowledge-exchange by providing a detailed account of both the approach taken and learnings from the experience. The study focused on programme facilitation at different levels and the attitudes, practices, and learnings of the champions as they reflected upon their work
Reimagining Girls’ Education: Solutions to Keep Girls Learning in Emergencies presents an empirical overview of what works to support learning outcomes for girls in emergencies. The overarching aim is that this evidence be used to inform programming in crises and support diverse stakeholders in mitigating the impact of emergencies on girls’ education.
Using a grassroots transformative approach, this needs assessment examines the higher education needs of refugees living in Kakuma and Kalobeyei refugee camp, Kenya.
In this paper, the The Alliance and INEE set out the evidence supporting collaboration and integration between the sectors, providing a rationale for cross-sector work grounded in child well-being and holistic development. The paper includes a summary of challenges and opportunities, and draws out clear recommendations for systematic and planned collaboration
