Resources

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.

This research report looks at the effectiveness of Uganda’s Education Response Plan (ERP) in setting up effective coordination systems, channeling adequate financing, and using relevant information, to improve the effectiveness of education service delivery for refugees and host communities. It was carried out mid-way through the ERP's duration.

This supplementary mini-report presents case studies from surveys and interviews on how five of the selected innovators have responded to COVID-19 as a result of widespread school closures. The purpose is to illuminate how a variety of innovations have coped with the challenges they faced (and continue to face), and shed light on the changes/learnings since. 

The purpose of this review is to provide evidence on effective, equitable, and inclusive SEL practices that can be delivered via distance learning modalities in USAID-recipient countries. The scope of this review includes formal and non-formal basic, secondary and higher education programs, as well as workforce development programs. Researchers analyzed documents and interviewed key informants from 22 programs offering SEL using distance learning modalities.

Education systems were already in crisis even before the pandemic and are now facing the likelihood of drastic budget cuts. If governments and development partners do not act immediately, this crisis could turn into a catastrophe from which millions of children may never recover. 

IRC conducted a learning assessment in the city of Cúcuta to better understand these challenges and shine a light on children’s needs. This brief will discuss several of the key findings from this assessment to illustrate the extent to which schooling, or lack thereof, is impacting children’s outcomes in Colombia.

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.

This document presents the results of a survey  assessing the WASH readiness of schools in UNHCR- supported refugee camps and refugee settlements. UNHCR and partners are using the results to improve water, sanitation and hygiene (WASH) COVID-19 mitigation measures in schools and design targeted improvements to WASH facilities to allow for safe operation of schools.

More than seven months into the pandemic, COVID-19 is putting education on hold for more than 137 million children in Latin America and the Caribbean. This is according to a new UNICEF report about the devastating impacts of COVID-19 on education. 

A series of short, pragmatic guides on individual topics within EdTech to support the target audience to make informed yet quick decisions about EdTech interventions in their work with education ministries. The purpose is to support the target audience as they work with education ministries to start or enhance education radio programming as a remote learning tool, especially during COVID-19 and other emergencies.

This Knowledge Pack aims to serve as a resource for Ministries of Education to use remote learning to respond to COVID-19 based school closures.

The EiE Competency Framework builds on the INEE Minimum Standards to articulate a set of required, valued and recognized competencies for the humanitarian and education in the emergencies sectors. The framework provides a common lexicon for core humanitarian and technical competencies and defines expected knowledge, skills and attributes for each.

The focus group discussion guide is a tool designed for Right to Play staff to facilitate with teachers who have returned to school after COVD-19 enforced closures (across the globe) as well as for teacher in Burundi and Tanzania who have continued teaching throughout the global COVID-19 pandemic.

Building on the 2020 Global Education Monitoring Report, this report investigates how inclusion in education can advance gender equality in and through education, which is critical to make progress towards gender equality in society.

As part of the coordinated global education response to the COVID-19 pandemic, UNESCO, UNICEF and the World Bank have conducted a Survey on National Education Responses to COVID-19 School Closures. In this joint report, we analyse the results of the first two rounds of data collection administered by the UNESCO Institute for Statistics (UIS).

Through the joint position paper, UNESCO, UNICEF, WFP and WHO, urge governments and the international community to uphold these commitments and to consider school health and nutrition services as a critical part of national response and recovery plans and global recovery agendas.

This issue of JEiE frames the war on drugs as a complex, perpetual emergency with widespread and interconnected consequences for education settings and experiences.

In this editorial note, lead editors Maria Jose Bermeo and Diana Rodríguez-Gómez discuss the key themes and contributions offered in JEiE Volume 6, Number 1.