Resources

This Rapid Evidence Review (RER) provides an overview of existing research on the use of technology to support personalised learning in low- and middle-income countries (LMICs).

This GBA Guidance Note provides a roadmap for ensuring access to age and language-appropriate reading materials for the poorest and most vulnerable, both during the COVID-19 crisis, and beyond. 

In this edition of “Emerging promising practices” we highlight the efforts that UNHCR and partners have taken to support refugee learners and students to continue their education and to support families and caregivers who have had to temporarily assume the role of teachers.

This guidance provides support to seven UN entities on how to strengthen inclusion of disability in Humanitarian Response Plans (HRPs) as part of the UK Department for International Development (DFID) Humanitarian Investment Program. The aim of this work is to make humanitarian programming more responsive to the needs of people with disabilities affected by crisis.

Our research with Syrian refugee children in Lebanon adds to a growing body of evidence that such experiences of adversity can impact the foundational cognitive and behavioral skills that forecast later learning.

This is one of a series of case studies based on UNICEF-supported communication, community engagement and accountability activities as part of the humanitarian response to the Rohingya refugee crisis in Cox's Bazar, Bangladesh, from September 2017 to December 2019.

Arab countries found themselves forced to choose between two options, either to use distance learning or don’t provide education at all. After three months of distance learning, it was necessary to evaluate this experience in its various aspects and  identify the most critical challenges faced, in addition to providing solutions.

These guidance notes contain a series of indications to support school administrators/directors in taking the necessary steps before and during the process of reopening schools; likewise, when schools remain open, it must be ensured that children are not at risk of contracting or spreading the virus and that their parents feel confident in sending their children to school.

The Global Alliance for Disaster Risk Reduction and Resilience in the Education Sector (GADRRRES) is organising a series of three webinars dedicated to COVID-19 and school safety aiming to provide recommendations to practitioners. This second presentation is focused on Comprehensive School Safety Framework Pillar 2: School Disaster Management.

This framing paper focuses on the humanitarian-development nexus and the role of coordination in ensuring uninterrupted learning for affected children and youth in crisis contexts.

The WG Short Set of six questions on functioning for use on national censuses and surveys was developed, tested and adopted by the Washington Group on Disability Statistics (WG). The questions reflect advances in the conceptualization of disability and use the World Health Organization’s International Classification of Functioning, Disability, and Health (ICF) as a conceptual framework. 

The webinar (part of our COVID-19 webinar series) focuses on Education and Learning for Adolescents and Youth during the global pandemic. Join us to hear from young people, EiE practitioners, and advocates from a range of settings.

Organized in a question and answer format, the Guide offers teachers and other interested parties concise information on specific IHL issues.

This guidance on continuity of learning during school closures draws on the key lessons learned from the COVID-19 education response around the world. It was developed for government policymakers and education staff of national and international organizations involved in the education response during school closures.

When learners return to the classroom, many will have been out of school or training for several months. To respond to this disruption, it is critical to re-engage learners, including those who dropped out, and to address educational disparities faced by the most marginalized. 

This guidance produced by USAID's Office of Education provides education-specific recommendations on how existing USAID Policy can be applied in education programming.

This paper presents the results of simulations considering different lengths of school closure (3, 5, and 7 months) and different levels of mitigation effectiveness (mostly remote learning), resulting in an optimistic, intermediate, and pessimistic global scenario.

Call for action to address the threat by the COVID-19 pandemic to the education of those left furthest behind.

An inter-agency webinar on the Safe back to School: A Practitioner's Guide hosted by the East Africa Regional EiE Working Group