The ninth webinar of the INEE COVID-19 webinar series formally launched the INEE Technical Note on Education During the COVID-19 Pandemic. Based on the INEE Minimum Standards, this practitioner-oriented publication is aligned with the various phases of response to the pandemic with key actions, suggested tasks, and practical resources highlighted throughout.
All children and young adults require support from caregivers during times of stress and uncertainty, such as those we are facing now with the spread of the coronavirus (COVID-19).
ABRACADABRA, A Balanced Reading Approach for Children Always Designed to Achieve Best Results for All, is a highly interactive, early literacy web-based tool that supports beginning readers through 33 engaging activities linked to 20 stories of different kinds.
This webinar focused on addressing gender equity in education in emergencies during COVID-19. EiE actors will highlight the challenges faced by women and girls, men and boys during the pandemic and provided practical recommendations and examples of gender-responsive support. Panelists applied a gender lens to distance learning and social and emotional learning (SEL).
This paper offers a global framework for youth wellbeing in displacement, capturing the multi-dimensional and complex nature of the concept. It presents three case studies that use the framework to explore youth wellbeing in context, which can provide a starting point for individuals and organisations to examine youth wellbeing in their specific context.
This resources includes a set of guidance and key messages and actions for COVID-19 Prevention and Control in Schools. It has MHPSS section that briefly mentions ways teachers can take care of their wellbeing.
This brief is addressed to educators who face the stresses of the coronavirus pandemic and the resulting school closures, online service provision, and quarantine conditions. The brief offers practical information and guidance on self-care in these challenging times.
Given the central role teachers play in student learning, this note outlines three key principles to help governments and their development partners in supporting teacher effectiveness during and in the aftermath of COVID-19. It discusses these principles in relation to the three phases of the World Bank’s COVID-19 education policy response.
This study responds to the following questions: What are the intrinsic and extrinsic characteristics which encourage the use of evidence in government ministries?; How do governments mandate for an enabling environment around evidence and the decentralisation of decision making?; Where do effective research departments tend to be positioned within government departments/ministries and how are their relationships with other units established and maintained?; and What best practice exists with respect to strategies, tools and techniques, and policies for evidence uptake?
This study explores how teacher educators develop digital fluency as a key competence in the contemporary world. The study established dimensions of digital fluency as a concept through reviewing the literature. The study was qualitative, with data collected through interviews with ninety educators, including the management of university schools of education.
This second volume of the NISSEM Global Briefs addresses the theme of pedagogy, practice and materials. At the junction of SDG Target 4.7, SEL, and education in post conflict and low-resource settings, the NISSEM Global Briefs are a key resource for current research and practice.
This guidance supports global efforts to improve the diets of children aged 6–23 months in all contexts. This Programming Guidance goes beyond feeding practices to articulate interventions and approaches for improving the availability, accessibility, affordability and consumption of nutritious and safe complementary foods.
This note builds on work done by ALNAP in 2016 on improving humanitarian coordination and the Global Protection Cluster and Global Education Cluster’s work on localisation.
Remote PFA during the COVID-19 outbreak is intended for Red Cross Red Crescent National Societies to guide them in setting up remote services for adults during a COVID-19 response.
This guidance note collates recommendations on capacity strengthening drawing from three regional workshops conducted by the Grand Bargain Localisation Workstream in 2019, including representatives of local and national NGOs, international NGOs, government and regional donors, and UN agencies.
Educational facilities and Temporary Learning Centres should not be used as temporary health facilities, markets and shelter to avoid the risk of contamination and delayed return to school.
On 15 March 2020, the Government of Jordan closed all schools, kindergartens and universities, impacting 2.37 million learners. In Jordan, the Syrian refugee population includes over 230,900 school-age children, though numbers of unregistered refugees in Jordan are much higher.
Due to COVID19, schools are closed for 85% of students worldwide. If countries act quickly, they can build education systems better after the pandemic so they are more prepared to deal with future shocks.
