Resources

As an early emergency response, the Innovation Development Directorate at EAA will continue to create materials to continue the learning journey. The resources are designed for NGOs, schools, educators, parents and students in the nearly half of global households that are not connected and for those that have moved to online-schools to supplement their learning.

This page includes material and activity ideas for young children ages 0-8 that can help them recognize their big emotions, name them, and learn strategies to cope with them in a healthy manner. The resources are sorted by social-emotional topic area. 

Learn how to apply the standards in the Sphere Handbook through realistic examples from complex and protracted crises.

The Alliance’s core training on the Minimum Standards for Child Protection in Humanitarian Action (CPMS).

Parenting on the Move (PoM) has been developed with the objective to support parents in situations of migration/refugeehood to provide the conditions for well-being, resilience, and education of children of kindergarten and school age. PoM provides psychosocial support, education, and entertainment; it encourages family cohesion and intercultural exchange.

This thematic review explores how countries in the Asia-Pacific region have been able to cope with educational disruptions and what steps were undertaken to ensure continuity in monitoring student learning through formative assessments. The world’s unpreparedness to the pandemic sees the pressing need to relook and examine the past experiences on how countries have effectively responded to ensure uninterrupted educational participation, and particularly conducting formative and school-based assessments to monitor the learning progress of the crisis affected school going children.

This Training Package aims to address the immediate emerging needs for health and safety measures, learning loss, and mental health and well-being in schools and classrooms. The information presented here is developed for educators, teachers and education staff across the Middle East and North Africa region in mind, but can be easily adapted to any context.

Based on a child-centered, cross-sectoral framework, this document sets forth evidence-informed progressive standards to support gender-responsive actions that address the unique needs of girls and boys at risk of not engaging in education, training or employment.

This document aims to provide practical suggestions – for UNHCR operations and partners - on how the specific needs of refugee children, youth and families can be addressed as schools begin to re-open. It complements and draws on detailed guidance issued by the Inter-Agency Standing Committee, Global Education Cluster, other UN agencies and NGOs and includes links to key resources.

This report is a first attempt to estimate current global funding levels towards early childhood development in crisis settings. To better understand the extent to which children and their caregivers in crisis-affected contexts are supported to survive and thrive, donors, decision-makers and advocates should push for increased transparency on, and traceability of, funding for ECDiE.

Research results from Rangwe Sub-county have shown that most learners have not benefited much from the online classes due to the network and other related challenges reported in this paper. The paper recommends that government to properly educate parents, teachers and learners on modalities of distance and remote learning programmes.

Practically all countries in the region collect data on ethnicity to guide policy decisions, but many still do not carry out household surveys to get granular data on disadvantage. The region has the highest share of teachers already trained on inclusion, but many are still trying to address inequality and cope with migratory impact without the pedagogies required.

Insights from EdTech solutions, such as user metrics on learning outcomes, can help EdTech become an adaptive technology at home and help teachers achieve better results in the classroom. 

During this webinar, panelists from INEE, IRC, and NYU Global TIES for Children presented three new psychometric measurement tools in the INEE Measurement Library: the Teacher Classroom Observation, the Self-Regulation Assessment-Assessor Report, and the Child Friendly School Questionnaire.

In line with its mandate, the 2020 GEM Report assesses progress towards Sustainable Development Goal 4 (SDG 4) on education and its ten targets, as well as other related education targets in the SDG agenda. The report also addresses inclusion in education, drawing attention to all those excluded from education, because of background or ability.

The Self-Regulation Assessment-Assessor Report (SRA-AR) is a measurement tool used to capture assessors’ perceptions of children’s skills at regulating their behavior during an assessment. The developers tested this measurement tool in Lebanon.

The Child-Friendly School Questionnaire for Syrian Children in Lebanon (CFSQ-SL) is a self-report survey that was used to capture primary-school aged Syrian refugee students’ perceptions of the climate of Lebanese public schools. CFSQ-SL was adapted and shortened from the original CFSQ developed by UNICEF.

The Practical Measurement course is a self-paced, online video course that covers critical issues that practitioners in low-resource and fragile contexts need to consider when measuring the learning and development outcomes of children and adolescents.

This report explores the solutions adopted by the Girls Education Challenge Transitions (GEC-T) team in Kenya in response to Covid-19 related school closures, particularly focusing on the role of community health volunteers (CHVs) in supporting continuity of learning for vulnerable girls

Key considerations and question bank (example questions) for monitoring the reach and effectiveness of distance and blended learning modalities, through surveys of parents, students and teachers.