This thematic brief sheds light on the need to better ensure children in humanitarian settings receive nurturing care. The brief summarizes what programme planners and implementers can do to minimize the impact that emergencies have on the lives of young children and their families.
This policy paper seeks to lay out key arguments for close collaboration across Social Protection and Child Protection sectors to address the socio-economic impact of COVID-19 on children and families towards reduction of adverse Child Protection outcomes.
The unique findings presented in this report provide new insights on children and young people’s access to connectivity worldwide, as well as the factors that drive inequities among and within countries. It also aims to serve as a resource for stakeholders who seek to reimagine education and enhance internet access in their communities.
As a way to capture the dialogue throughout INEE's 20th Anniversary event, Max Frieder of Artolution produced a live, creative visualization depicting the themes discussed by participants. We encourage you to engage with this wonderful art piece via a tour and description of the concepts and a time-lapse video of its production.
23 November 2020
Report
Inter-agency Network for Education in Emergencies (INEE)
This paper presents the synthesised outcome of five INEE refugee round table events, held 20-24 July 2020, highlighting challenges and recommendations, and giving voice to the young refugees themselves.
Humanity & Inclusion has published a report on on the difficulties children with disabilities face in accessing education in the world’s poorest countries.
The Technical Note on Measurement intends to supplement version one of the INEE Technical Note on Education During COVID-19, and specifically focuses on distance education programs in light of the pandemic. This targeted technical guidance has been drafted in response to monitoring, evaluation, and learning needs identified by INEE members.
This report, which marks the 20th anniversary of INEE, offers new data on the number of crisis-affected children and young people around the globe who are currently denied the right to education.
On Monday, 9 November 2020, INEE held a 20th anniversary commemoration to look back over two decades of achievements and challenges in the field of education in emergencies (EiE). This virtual event featured several panel discussions with INEE founders, youth and teachers, and EiE experts, as well as the launch of a new report "20 Years of INEE".
This ½-day training (3.5 hours) is designed to build basic competencies around psychosocial support (PSS) and well-being for teachers working in crisis and conflict-affected contexts during the COVID-19 pandemic.
The Competencies Checklist outlines the specific set of knowledge and skills associated with each category. Individuals and/or agencies can use this checklist to determine their areas of strength and areas of opportunity to enhance their practice with infants, young children and their families.
Marking the launch of JEiE’s latest publication, a groundbreaking special issue on education and the war on drugs, the panelists examined how education is not only a site of extensive collateral damage produced by the war on drugs but also how education policies and practices perpetuate and sustain this long-running, transnational, multifaceted war.
These IASC guidelines provide a framework for working with and for young people throughout the humanitarian programme cycle (HPC), complete with tips, examples and case studies. In addition, humanitarian actors can use this guidance as a reference to design programmes that respond to their context
Transformational Empowerment for Marginalised Adolescent Girls in Malawi (TEAM Girl Malawi) aims to significantly improve learning and life chances for the most marginalised young people.
This review provides practitioners with a review and update on effective practices and evidence in the field of MHPSS. It was first drafted in 2015, presenting evidence and practice specific to children in order to support the implementation of MHPSS activities in humanitarian settings. This updated 2020 Review includes recent evidence updates (2015-2020), and addressing an identified gap in the 2015 Review, includes additional evidence on child and community participation.
This report aims to generate learning on capacity gaps among EiE practitioners operating in the West and Central Africa (WCA) region. In doing so, it aims to guide and enrich the design and content of future EiE capacity strengthening initiatives in the region, while advocating for its importance.
