Resources

Games and creative exercises for adolescents in crisis settings.

The COVID-19 pandemic has closed schools for over 1.6 billion children, with potentially long-term consequences. This paper provides some of the first experimental evidence on strategies to minimize the fallout of the pandemic on education outcomes.

Using data from two surveys and 164 countries, this research brief describes the educational strategies countries are putting into place, or plan to, in order to mitigate learning impacts of extended school closures, particularly for the most vulnerable children. 

In order to mitigate the potentially devastating consequences of the COVID-19 pandemic, governments and stakeholders are encouraged to pursue the policy responses outlined in this Brief.

This research examines the learning that occurred throughout three years of teaching artist education programs with 14 Rohingya refugee and Bangladeshi women and men, through their journey to lead independent art education programs.

With schools around the world closed due to COVID-19, educators everywhere have been exploring ways to teach students, even at a distance. Education is a core activity of Jesuit Refugee Service (JRS), and in the midst of the current crisis, we are finding unique ways to ensure that displaced children have the opportunity to learn and thrive.

INEE commissioned this mapping report in order to gain an understanding of who is doing what, and where, in terms of providing distance education (DE) in emergency and emergency-prone contexts.

This guide aims to increase children's resilience and wellbeing through activities that can be done in the home with a little support form parents and caregivers.

The insights reflected in this report explore (1) the skills, knowledge, and ways of being that support life-long and self-directed learning, (2) approaches to ecosystemic learning, and (3) how educational systems can support collective flourishing, shifting our global society toward long-term resilience and thriving.

This paper provides some of the first experimental evidence on strategies to minimize the fallout of the pandemic on education outcomes. We evaluate two low-technology interventions to substitute schooling during this period: SMS text messages and direct phone calls.

This Guidance aims to help teachers understand key issues related to home-based distance learning during COVID-19 school closures and design and facilitate effective learning activities.

This factsheet aims to help answer the question “How many students attending school prior to COVID-19 were able to continue to learn during school closures?”

As daily lives and communities are upended by COVID-19, concern is mounting that children’s exposure to violence may increase. Children with a history of abuse may find themselves even more vulnerable, both at home and online, and may experience more frequent and severe acts of violence. This publication documents what has happened to such services across the world.

These regional guidance notes aim to provide ministries of education and school management in LAC countries with recommendations and technical inputs for the planning, preparation and implementation of safe reopening of schools.

National standards and regulations for reopening, whether on required WASH facilities, personal protective equipment, physical distancing or school health measures, might have a considerable impact on learning if not properly resourced. Without those resources, education providers may be faced with a hard choice.

This report presents learning and recommendations emerging from the Global Partners Project (GPP), an initiative to strengthen education in emergencies (EiE) coordination.

This report is based on an online survey conducted by the Centre for Lebanese Studies (CLS). It maps out main trends of the impact of COVID19- on the access and quality of education as well as the impact on teachers, students and parents.

The goal of this document is to assist Ministries of Education (MoEs), district offices, curriculum developers, and implementing partners in developing a condensed curriculum for primary school or guiding practitioners to do so. 

In this webinar panelists provided an overview of relevant definitions related to alternative education, key recommendations in light of COVID-19, and practical examples from multiple settings.The discussion focused on education options while highlighting new guidance from the AEWG.

21 needs assessment reports from 14 country offices were analysed for education-related findings. Most assessments conducted to date have been multi-sectoral, with a focus on the impact of COVID-19 on children and families. Given the scale of school closures, the impact on children’s learning and wellbeing is a common thread throughout the assessments.