As the world struggles to cope with a pandemic and an economic downturn, there are many people being pushed even further to the margins of society. This is particularly true for the children of Syria. The international community may have repeatedly vowed to protect and nurture them, with assurances that there would be ‘no lost generation’, but they are more vulnerable than ever.
The Alliance developed this technical note for the protection of children during the COVID-19 pandemic. The aim of this brief is to support child protection practitioners to better respond to the child protection risks during this pandemic.
The short and accessible briefs collected here draw on rigorous evidence relevant to the COVID-19 emergency to formulate recommendations for policymakers on five critical dimensions of school reopening and recovery.
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 principles to guide researchers and service providers as they try phone-based learning assessments
This document provides States Parties, ministries, and relevant sectors and stakeholders with an overview of the key elements for overarching, allhazard, multisectoral coordination for emergency preparedness and health security, informed by best practices, country case studies and technical input from an expert group.
The 2019 Gender Report is based on a monitoring framework first introduced in the 2016 Global Education Monitoring Report. In addition to focusing on gender parity in education participation, attainment and learning achievement, the framework examines broad social and economic contexts and key education system characteristics.
During this webinar, panelists shared a suggested taxonomy and related definitions for the range of alternative education programming, followed by three case studies from Lebanon, the Democratic Republic of Congo, and the Philippines.
This common messaging initiative represents a strategic opportunity to foster dialogue and raise attention to the gendered impacts of COVID-19, advocate for strategies to respond to the gendered dimensions of this crisis, and look ahead to the safe reopening of schools through a gendered lens.
This note aims to provide recommendations for education partners based on the Education in the Emergency checklist and the World Health Organisation guidance on using CVA for COVID-19.
The Nuba Mountains region of Sudan exemplifies a critical gap in education aid for marginalized communities affected by civil war. This case study presents an overview of the conflict in the Nuba Mountains, the gap in international aid coverage, and the education needs.
The goal of the Covid 19 response is to ensure continued learning and psychosocial wellbeing during the pandemic and create conducive environment for resumption of teaching and learning for children affected by the Covid 19 outbreak.
This guide builds on the UN Framework for Reopening Schools, giving concrete actions that can be taken at the community and school level to operationalize these global policy recommendations
The Caregiver Support Intervention (CSI) aims to strengthen parenting by lowering stress and improving psychosocial wellbeing among refugee parents, while also increasing knowledge and skill related to positive parenting. We describe the findings of a two-arm pilot randomized controlled trial of the CSI with Syrian refugees in Lebanon. The primary aim was to test the feasibility of our study methodology prior to conducting a definitive RCT.
This INEE infographic highlights key challenges faced by women and girls during the COVID-19 pandemic and provides guidance on how to address these challenges in a gender-sensitive manner, by applying a gender lens to COVID-19 preparedness, response, and recovery.
This research brief is one of a series that explores the impact of COVID-19 on education. It focuses on the potential parental role in learning and its association with foundational reading and numeracy skills.
This report explores lessons from conflict and education in emergencies (EiE) seeking evidence-informed recommendations for policy makers that can help in the global response to Covid-19. The report explores transferability from EiE contexts to non-EiE Covid-19-affected contexts.
This brief presents guiding principles to safeguarding during COVID-19 and a non-exhaustive list of risks, suggestions and resources on how to manage those risks to ensure children are as safe as possible during COVID-19 response.
It is intended for school feeding programme managers responsible for the overall quality and safety of the food provided in schools, and for the people responsible in designing training for cooks and food handlers at school level. The reader learns basic food safety principles and good practices for the selection, storage, preparation, and serving of food.
Evidence is already playing a key role in shaping our responses to COVID-19. But at the same time that the pandemic creates opportunities to broaden evidence use, it also raises numerous challenges for those working to collect, analyse, and synthesize data.
