Resources

During this webinar individuals from FHI 360, IDMC, UNESCO IIEP, and NORRAG presented examples of the use of data to plan for continuous provision of education in crisis settings. 

The report looks at how the Covid-19 pandemic is changing education and is based on a survey conducted between 25 April and 7 May 2020 that received responses from government officials, education administrators, teachers, and school administrators in 59 countries.

The following questions can help you to determine the feasibility of distance learning in your context. It can guide you in designing effective online learning/teaching solutions in a short time, avoiding some of the most common pitfalls.

The 2030 Agenda for Sustainable Development provides many of the necessary signposts and guidelines. In this report, the International Commission on the Futures of Education resents nine ideas for concrete actions today that will advance education tomorrow.

In the wake of the COVID-19 pandemic, education provision has been disrupted at an unprecedented scale. This literature review draws lessons from the global experience on the direct and indirect impacts of a pandemic like COVID-19 on education systems with learnings from outbreaks of Ebola, severe acute respiratory syndrome (SARS), H1N1, and Middle East Respiratory Syndrome.

This report is based on a survey of recently-published guidance documents and media commentary related to the management of the reopening of schools after closure in response to the Covid-19 pandemic

For young children and families living in humanitarian settings, the COVID-19 pandemic represents a new crisis layered onto existing crises, compounding and exacerbating threats to healthy development in some of the world’s most challenging settings.

This Synthesis of Lessons Learned, developed by the Evaluation Unit of the UNICEF Regional Office for West and Central Africa (WCARO) between April and May 2020, is aimed at all partners and organizations, both within and outside of the West and Central Africa region, who intend to both strengthen their current COVID-19 response and improve their capabilities to respond to similar crises in the future.

This Technical Note was developed to respond to the need for a more systematic documentation and sharing of Lessons Learned during the COVID-19 response across the region. 

During this webinar individuals from INEE, the Humanitarian Data Exchange, UNHCR, Translators Without Borders, and NORRAG discussed the latest developments in strengthening the global EiE data architecture since the 2019 EiE Data Summit, and possible next steps.

This set of comprehensive guidelines outlines a framework and set of principles intended to ensure that the rights and needs of separated children are effectively addressed.

The webinar focused on sharing key findings and recommendations from a recent evidence review and explored the relevance of the findings for the non-formal education/alternative education space.

This paper outlines some of the main threats the COVID-19 pandemic poses to children in Africa and suggests some of the political and programmatic responses to protect children’s rights.

This curated list of resources collates interventions that effectively deploy education technology in settings of fragility, conflict and violence (FCV). This list explores effective uses of EdTech in FCV settings, emphasising interventions and evidence relevant to the Yemeni context and distance learning during the Covid-19 crisis.

This guidance is part of a series to support you during the Covid-19 crisis.

Coronavirus is spreading globally. How can individuals, communities, humanitarian actors, local and national authorities best respond to uphold the rights of all affected people? Sphere and its partner standards can guide our response.

The purpose of this document is to assist education partners to prepare for the eventual re-opening of schools and to make suggestions on how partners can support the Ministries of Education and the Directorates of Education to keep children safe. The document concludes with a checklist which every partner should use daily as they plan their education interventions.

This classroom guide has been designed to provide a set of guidelines for teachers and educators defining and creating positive classroom experiences for early years, primary, and secondary students.

Dan Church Aid (DCA) and UN Women (UNW) carried out an education needs assessment between February 26 and March 19, 2020 with the aim of understanding the priority needs for Rohingya adolescent and youth girls and women living in the refugee camps and makeshift settlements in Cox’s Bazar, Bangladesh.

This report provides a rapid evidence summary of what is known about best practice in teaching when school students are educated by distance learning.