Resources

This guidance note aims to help UNICEF Education staff, Ministry officials and partners reflect on how to take account of learning through meaningful formative and summative assessment practices during the COVID-19 pandemic. It highlights general considerations and key actions that teachers, schools and Ministries of Education can undertake in the area of assessment to ensure the continuity of quality learning throughout the COVID-19 pandemic.

This document is the first in a series that will highlight emerging practices as UNHCR operations and their partners work to support continued education for displaced and refugee students during the pandemic.

In 2020-21 the AEWG have four areas of focus regarding improving accelerated education programme (AEP) quality.

This guidance outlines ways that Girls' Education Challenge projects should engage in communication methods from a safeguarding perspective.

This report aims to highlight one major initiative, the International Rescue Committee’s (IRC) implementation of the Reach Up and Learn program in the Middle East, and the ways in which this initiative is providing vital support to both children and their caregivers affected by the Syrian refugee crisis.

COVID-19 raises the potential for an increase in stigma, discrimination and rights violations against girls with disabilities in the countries in which the GEC operates – remember that existing barriers will still be there.

The Community-level Approaches to Child Protection in Humanitarian Action Reflective Field Guide aims to contribute to fostering more authentic community engagement in humanitarian child protection action.

This practitioner-oriented publication is designed as a living document that will be updated in response to changes in the learning and wellbeing needs of children, adolescents, youth, teachers, caregivers and other education personnel affected by COVID-19. 

The COVID-19 Response Plan for the occupied Palestinian territory (oPt) presents the joint strategy of the humanitarian community, including UNRWA, to respond to the public health needs and immediate humanitarian consequences of the pandemic in the West Bank, including East Jerusalem, and the Gaza Strip.

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

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

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

This guidance note aims to harmonize Education Cluster members’ response to the Covid-19 situation and schools’ closure in NWS to ensure students safety, psychosocial wellbeing and continuity of learning.

This document outlines the emerging impact of the COVID-19 crisis on young refugees’ education and wellbeing in the UK, based on RSN’s direct support work with young refugees in recent weeks. It also details recommendations to central government, local authorities and education stakeholders to help ensure that young refugees’ education and wellbeing is not forgotten during this crisis.

This interim guidance supplements the infection prevention and control (IPC) documents by summarizing WHO guidance on water, sanitation and health-care waste relevant to viruses, including coronaviruses. It is intended for water and sanitation practitioners and providers, and health-care providers who want to know more about water, sanitation and hygiene (WASH) risks and practices.

This strategy document is holistic and proposes measures to minimize and mitigate the impact of COVID-19 on learners, teachers and communities, while proposing ways to build back better and safer school environments

The IASC-endorsed Guidance for COVID-19 Prevention and Control in Schools is clear that the use of schools for Covid-19 related purposes should be avoided.

The webinar focused on support to teachers in crisis contexts during COVID-19.  Speakers highlighted the needs and challenges facing teachers at this time, shared practical recommendations and examples of how support can be provided, and provided key advocacy messages for championing teachers at this time. 

An overview and introduction to key tips and learning resources that families may consider to help their children continue to learn and grow while schools are closed during COVID-19 and an abbreviated set of 12 tips to provide parents and caretakers with a quick guide of suggested ideas and reflections to consider during COVID-19.

The EEF's rapid evidence assessment examines the existing research (from 60 systematic reviews and meta-analyses) for approaches that schools could use, or are already using, to support the learning of pupils while schools are closed due to Covid-19.