Understanding the nature of trauma, and its impact on student learning, is vital for quality teaching. This short paper summarizes some of the insights of neuroscience, and their implications for training teachers and classroom practice.
As education systems start to reopen and support students to return, four responses are most relevant in the return to learning: extended instructional time, catch-up programmes, remedial education, and accelerated education programmes. These programmes increase the amount of instructional time, provide additional support, or prioritise learning outcomes to help learners get back on track
On 17 July 2020, a group of 35 experts from across policy, practice and academia engaged in an online consultation to discuss the Futures of Education in emergencies (EiE) and protracted crises. The report of the event will be submitted to the International Commission on the Futures of Education for its consideration.
This pack of activities is intended to support distance learning opportunities for children who are currently out of school and have no, or limited, access to quality education. These materials can also be used as a compliment to formal or non-formal education where social emotional learning (SEL) is not adequately covered by the curriculum.
A policy paper from The Alliance and INEE calls on governments to do holistic analysis of the impact on the wellbeing of children and young people, with a focus on the impact on educational outcomes and the child protection risks that are engendered by school closures.
This checklist proposes steps for CP and Education sectors to take as schools prepare to re-open to ensure a coordinated response for children returning to school.
This guidance note shares lessons learned from DFID’s Girls’ Education Challenge (GEC)3 programme on retention systems that work to provide visibility and support to marginalised girls in challenging contexts who are at risk of drop out from education.
The Federal Ministry of Education have developed a Nigeria Education Sector COVID-19 Response Strategy to guide and systemize this response. The strategy sets out the framework for comprehensive and coordinated actions to mitigate the COVID-19 pandemic’s immediate, medium, and long-term impact on the nation’s education sector.
New analysis in this global report shows how COVID-19 may impact the funding of education, as well as the countries most at risk of falling behind. It also highlights the change we want to see for children and our recommendations for governments and the international community so we can keep learning alive, support every child to return to school and build back for better learning.
This article refects on the immediate challenges of continuing education in humanitarian contexts and on the experience of INEE as a network supporting collective action of EiE practitioners. It also looks forward at INEE’s plans to support quality distance education and issues to consider on the reopening of schools. It concludes with refections on the needs and risks for EiE longer term
More than 40 organizations have come together to produce this roadmap to support the return to school with equity-focused SEL strategies centered on relationships and built on the existing strengths of a school community. Schools can use these four SEL Critical Practices to foster the competencies and learning environments that students and adults need to reunite, renew, and thrive.
Education under Attack 2020 documents attacks on education in situations of armed conflict and insecurity between January 1, 2017, and December 31, 2019. Each of the 37 countries profiled in Education under Attack 2020 experienced at least ten reported attacks on education or military use of educational facilities in 2017 and 2018, the first two years of the period covered.
Stories of children and families in life’s harshest settings who’ve played together through it all – and gone on to be happier, healthier and closer to each other.
In this article, we draw on our pilot testing of phone-based assessments in Botswana, along with the existing literature on oral testing of reading and mathematics, to propose a series of preliminary practical lessons to guide researchers and service providers as they try phone-based learning assessments.
Now in its fourth year, the E-Cubed Research Fund has funded 12 studies and is beginning to see the outputs of this research. This panel will provide an opportunity for a selection of E-Cubed grantees to share their emerging research findings.
In this panel, global actors from FHI 360, NYU, UNESCO, the Global Education Cluster, and the Education Cannot Wait Fund examine how education data systems and measurements – both national and humanitarian – can be adapted to improve the quality, interoperability, availability, and accessibility of education data.
These guidelines have been developed to enhance systematic programming and advocacy to realize adolescents’ right to be heard in matters affecting them. The guidelines provide information on the ‘why’, ‘what’ and ‘how-to’ of participation and civic engagement, with a specific focus on adolescents.
This report focuses on the role of secondary education in ensuring youth acquire the skills, knowledge, and competencies necessary to succeed in a dynamic and globalized labour market, where trends of digitalization and automation are on the rise.
This manual provides content that can be shared with parents to support playful interactions for children 0-36 months. The manual was developed in response to the Covid-19 pandemic and the suspension of many programs that involved home visiting or parent groups