The COVID-19 Learning Pathway aims to enable humanitarians, including local responders, to be best equipped to respond to the global pandemic COVID-19 (Coronavirus).
At this critical time, it is vital that international governments and donors increase funding to enable children in Uganda to continue learning. The closure of 51,000 institutions to prevent COVID-19 has left 15 million children out of school and facing increased risk of violence, exploitation and abuse. Closing schools must not mean suspending learning.
This note aims to provide practical support to Gender-Based Violence (GBV) practitioners to adapt GBV case management service delivery models quickly and ethically during the current COVID-19 pandemic.
While other critical needs such as health, water and sanitation are being responded to, educational needs cannot be forgotten and these have an equally detrimental impact if left unaddressed. The ‘pile-on effect’ of the coronavirus is that, during the global COVID-19 pandemic, interruptions to education can have long term implications -- especially for the most vulnerable.
This national COVID19 emergency response plan document aims at presenting the MoE Palestine planned preparedness and response measures to ensure students safety, psychosocial wellbeing and continuity of transferring knowledge and information to all student both in Gaza and West Bank.
This joint note intends to provide government decision makers, school administrators/staff and partners with preliminary guidance on how to support, transform or adapt school feeding (in the short term) to help safeguard schoolchildren’s food security and nutrition during the COVID-19 pandemic.
This webinar was the first in a series related to the COVID-19 pandemic - to orient EiE practitioners to INEE’s online collection of COVID-19 tools, resources, and guidance. We were joined by a panel of senior education staff from various organizations who discussed core resources and responded to questions and requests from webinar participants.
The impact of mass media interventions (including radio) is mixed. Systematic review evidence points to small to medium impacts on knowledge outcomes and reduction of a limited set of high-risk behaviors. The systematic literature focuses on health multi-component interventions often implemented in low to middle-income settings.
INEE and the Global Education Monitoring (GEM) Report hosted a virtual consultation on the 2021 GEM Report on non-state actors in education on Wednesday, 25 March 2020.
COVID-19 is quickly changing the context in which children live. Prevention and control measures such as school closures (as announced or implemented in 100 countries) disrupt children’s routine and support structures. As a response, the Alliance hosted a webinar to introduce their new Technical Note: Protection of Children during the COVID-19 Pandemic.
To support Government efforts to contain the disease and prevent further spread, the ICCT has developed this COVID-19 Multi-Sector Country Plan that outlines the strategic response approach to the outbreak for the next three months (April-June 2020).
Akili and Me is a preschool show aimed at teaching 3 to 6-year-olds pre-literacy, numeracy, English as a second language and socio-emotional skills critical to early childhood development. The star of the show is Akili, a smart, adventurous girl living on the foothills of Mt. Kilimanjaro, with a big secret.
A digital repository of multilingual stories for children from Pratham Books. Now, every child can have access to an endless stream of stories in her mother tongue to read and enjoy.
The African Storybook website has thousands of openly licensed free picture storybooks in the languages of Africa for children’s literacy, enjoyment and imagination. It also has tools for the translation, adaptation and creation of picture storybooks for children aged two to ten (early childhood and first three years of primary school).
