This guide is designed to help you understand the humanitarian cluster approach. It gives an overview of what it is and why your organization should get involved.
This policy paper provides guidance on how to increase and improve the measurement of holistic learning outcomes for crisis-affected learners. It was developed by the Quality and Equitable Learning Outcomes (QELO) workstream of the Education Policy Working Group (EPWG) and is a resource for donors, national governments, and humanitarian and development agencies.
This webinar shared the results of a study to help further our understanding of what the existing IDP educational data landscape looks like. More detailed findings are presented in the forthcoming resource, "Mapping the Ecosystem of Education Data for Internally Displaced Persons in the Middle East and Beyond: Issues, Challenges, and Recommendations".
This paper, developed through consultations with Building Local Thinking Global members, seeks to explore language and power hierarchies within humanitarian aid, and the impact of language on relationships between different groups, with the goal of identifying new language that is inclusive and empowering, and promotes equality.
ReAL is a toolkit for assessing children’s learning outcomes remotely, focusing on foundational literacy and numeracy, and Social and Emotional Learning, drawing from existing SC tools. This tool is for remote use where enumerators can’t assess children in person.
This study aims to determine the barriers, solutions, and projections of online learning during the Covid-19 pandemic in Indonesian Primary Education students.
The Adolescent Girls' Consultation Toolkit provides practical tools and tips for consulting with diverse adolescent girls, their families and their communities, for any type of programming.
Co-hosts Heba Aly and Jeremy Konyndyk sit down with Tammam Aloudat, a Syrian doctor who is senior strategic adviser to the Access Campaign of Médecins Sans Frontières and one of the few people of colour in a senior management position within an organisation going through a very public struggle with racism, to discuss dismantling colonialism in the aid sector.
This paper provides some of the first experimental evidence on strategies to minimize learning loss when schools close. We run a randomized trial of low technology interventions – SMS messages and phone calls – with parents to support their child.
IDMC’s Global Report on Internal Displacement is the official repository of data and analysis on internal displacement. This year's GRID discusses the relationship between climate change, disasters and displacement, and presents good practices from across the globe in advancing policy, displacement risk reduction and effective response.
The IASC Gender with Age Marker (GAM) helps users to design and implement inclusive programs that respond to gender, age, and disability-related differences.
The purpose of this review is to support education practitioners, donors, implementers, non-governmental organizations (NGOs), civil society organizations, and other stakeholders in applying best practices to monitor and evaluate distance learning initiatives designed for diverse learners and implemented both within and outside of learning institutions.
A guidance note on working with LGBTQIA+ individuals in forced displacement contexts. Includes terminology, guiding principles, and recommendations for promoting safe and inclusive spaces and addressing operational protection risks.
The MSCM handbook describes the minimum actions needed to support meaningful engagement within a site as well as planning and coordination between sectors and agencies. The handbook aims to clarify the role of any site management agency working on a daily basis in humanitarian settings and to set out minimum levels of quality for that work.
This free practical training is designed for parents and people working in Early Childhood Development (ECD) who are responsible for the creation and delivery of sustainable and culturally relevant parenting programmes.
This collection of courses is primarily designed to help education in emergencies (EiE) and education practitioners to improve their overall understanding of EiE or their knowledge of specific EiE topics and areas, in line with the modules and individual course units offered. It may also serve as a useful resource for those working in other areas but wanting to improve their understanding of EiE by diving into this intermediate-level content.
This document will provide guidance on the inclusion of essential indicators in rapid needs assessments that will later allow analyzing the magnitude of economic barriers faced by children in their access to education, as well as the appropriateness and to some extent the feasibility of CVA as a programme delivery modality.
