Resources

This document provides guidance to policy-makers on measures to support teachers and education staff when schools reopen, during and after the COVID-19 crisis

This plan is mainly designed for learning and teaching environment continuity during the COVID19 and aim to develop an interactive distant learning and media channeled approaches to ensure learning continuity for all public school students during emergency, ensure accessibility and keep stimulating innovative practices and continuous improvement on long term to sustain those approaches.

Using data on access to technology from household surveys (MICS and DHS) and information on national education responses to school closures gathered from UNICEF education staff in over 120 countries, this brief explores potential promising practices for equitable remote learning.

With schools and education institutions closed in a majority of countries, there are critical issues for governments to take into consideration, as countries gradually begin to re-open early childhood institutions, schools and higher education institutions.

This Guidance Note has been developed to support parenting interventions for violence prevention, and includes an explicit focus on addressing the gender norms that underpin violence. It brings together the current evidence and emerging experience of the importance of supporting positive parenting in the prevention of and response to all forms of violence, with a focus on low- and middle-income countries.

This report provides a rapid summary of country-level responses to the management of school closures in 2020, with a focus on the needs of disadvantaged students and the role of technology.

This report provides a rapid evidence summary of the history, evolution, coverage, impact (successes and challenges) of remote learning in four countries with sustained prior experience, namely Bangladesh, Singapore, South Korea and the United States.

This report provides a rapid evidence summary of the impact of school closures on marginalised girls and presents strategies which involve elements of education technology to mitigate these negative impacts.

Since we know that data equals information and evidence, which is powerful in informing intervention, we went out to collect data on the status of remote learning among school-going children across the country.

A practical and user-friendly manual that will help in creating a constructive environment for the most vulnerable children and will help you improve your understanding, intervention and communication with them. 

Self-care is of an essential value in our everyday life especially for humanitarian aid and development workers, yet it is very often neglected and not treated as a matter of significance.

The seventh webinar of the INEE COVID-19 webinar series focused on Education in Emergencies advocacy during COVID-19.

Education should be explicitly listed as a priority in all revised Humanitarian Response Plans and response strategies.

The purpose of this document is to provide guidance to the Education partners in their response to the COVID-19 pandemic in Sudan. The document aims to provide recommendations for the preparedness and response.

This is a stress management guide for coping with adversity. The guide aims to equip people with practical skills to help cope with stress. A few minutes each day are enough to practice the self-help techniques. The guide can be used alone or with the accompanying audio exercises. Informed by evidence and extensive field testing, the guide is for anyone who experiences stress, wherever they live and whatever their circumstances.  

This webinar focused on ensuring inclusive education approaches during COVID-19.

The purpose of this review, produced by USAID's Data and Evidence in Education Programs (DEEP) activity, is to provide evidence on four effective distance learning modalities that can be implemented in USAID-recipient countries during and beyond emergencies.

Emergency responses to COVID-19 are intended to speed containment of the virus but can have devastating consequences for children if they ignore unique risks to their safety and fail to include specific child protection provisions. Protecting children from violence and exploitation can be life-saving during a humanitarian crisis like COVID-19, and governments should prioritize it as such.

This framework serves to inform the decision-making process on when to reopen schools, support national preparations and guide the implementation process, as part of the overall public health and education planning processes. Contextualization and continuous adaptation are necessary in order to respond to local conditions and meet each child’s learning, health and safety needs.

This document will assist you through the Interactive Audio Instruction (IAI) adaptation process by highlighting key considerations and suggesting solutions to common challenges. Its contents will help you define the parameters you will need to work within during this adaptation.