To support Government efforts to contain the disease and prevent further spread, the Education Cluster partners developed the COVID 19 preparedness and response strategy that outlines the joint strategic response approach to the outbreak for the next six months (April-Sept 2020).
This technical note sets out some of the key priorities and recommendations on how to mitigate those risks and promote positive online experiences for children.
In this webinar, INEE discussed two mapping exercises to facilitate shared understanding and alignment of quality and equitable learning outcomes across the education in emergencies sector and across the humanitarian-development nexus.
A self-care assessment with items addressing physical self-care (the body), psychological self-care (the mind), emotional self-care (emotions), relational self-care (relationships), spiritual self-care (the spirit), workplace and professional self-care (work), as well as a table to create a self-care plan to address teacher needs.
This report describes national policy and strategy responses for ensuring educational continuity in the context of widespread school closures implemented as a result of the COVID-19 pandemic. The study focuses on a selection of high-income and low-income contexts deemed to be of greatest interest to the EdTech Hub (including key stakeholders from DfE and DfID).
This report presents proposals for immediate action to support children and youth trapped on the Greek islands. It puts forward strategies to improve refugee education not just on the islands but on the Greek mainland, where 76,000 refugees have been transferred since 2015
This document provides the necessary guidelines to develop dissemination approaches based on local capacities and the efficiency of the systems, as well as for the dissemination and implementation of the guidelines / protocols, and the effective monitoring and evaluation of efforts.
The key messages for this annex summarize key mental health and psychosocial support considerations in relation to the 2019 new coronavirus outbreak. As well as general health and child protection services, schools can also provide critical support and play a role in the care, support and promotion of mental health and psychosocial support.
The materials presented in the document cover messages, activities and stories related to COVID-19, focused on the prevention of disease transmission and the promotion of healthy behaviors. They can be used as part of distance education and be integrated into educational activities of schools when they reopen their facilities.
This document povides clear guidelines on how to protect children and adolescents in and out of school (depending on whether schools are closed or open), in the context of the COVID-19 pandemic, including measures that should be implemented to mitigate the increase of violence against children and adolescents in both settings.
This document provides a brief overview of accelerated education as an important strategy to help students regain learning lost during the pandemic, as well as to integrate children and adolescents who were out of school before the pandemic.
The aim of this Technical Note is to support child protection practitioners and government officials in their immediate response to the child protection concerns faced by children who are at risk of separation or in alternative care during COVID-19 pandemic
These brief tips are for fathers, mothers or other caring adults supporting the wellbeing and learning of girls and boys affected by COVID-19 school closures. They are designed to compliment government-developed distance learning materials, where available.
The Awareness raising messages aim to provide basic knowledge on personal protective measures, as well as, messages on coping and overcoming stress during disease outbreaks like COVID19.
This webinar, the second webinar in a series related to the COVID-19 pandemic, focused on the importance of mental health and PSS and the current well-being challenges and pressures being faced by staff
This document identifies key ethical considerations (a) when undertaking evidence generation involving children during the mitigation stage of the pandemic (emergency phase) and (b) on subject matter relating to COVID-19 once the pandemic has been contained and containment policy measures, including lockdowns, have been lifted (post-emergency phase).
The games contained in this resource are focused specifically on developing a particular set of life skills, related to the COVID-19 crisis, that support children to stay healthy, stay active, take care of themselves and take care of one another, as well as skills for parents/caregivers.
