Resources

We examine the impact of an earthquake in Indonesia on children’s school and work activities and how the effect differs by access to credit. We find that the earthquake decreases education and increases child labor, but the effect is stronger for households with access to credit.

The UNESCO Qualifications Passport for Refugees is a standardized statement, which contains three parts – the assessment part, the explanatory part and the third part, concerning the way ahead. Although this document does not constitute a formal recognition or authorization or license to practice a certain profession, it summarizes and presents available information on the applicant’s educational level, work experience and language proficiency.

The purpose of this toolkit is to support the design and implementation of M&E Frameworks for specific accelerated education programmes in order to support learning and accountability.

This mapping of measurement and assessment approaches for academic learning in conflict and crisis, covers programmatic measurement approaches, global measurement frameworks, assessment tools, and monitoring and results frameworks, with the aim to map what quality and equitable education in emergencies constitutes and how it can be assessed at the program and individual learning levels.

A mapping of Social and Emotional Learning and Psychosocial Support (SEL and PSS) which covers programmatic measurement approaches, global measurement frameworks, assessment tools, and monitoring and results frameworks, with the aim to map what quality and equitable education in emergencies constitutes and how it can be assessed at the program and individual learning levels.

The intent of this package is to improve and ease the process of gathering and generating evidence. Critical to this is ensuring that when possible, needs assessments are joint in nature, utilizing the individual and comparative strengths of multiple organizations.

This 44-page document includes five 3-hour teacher training modules. Module 5 focuses on "Teacher Wellbeing." The resource was coincidentally made around the onset of COVID-19 but it addresses the larger need to support the psychosocial wellbeing of students, teachers, and the entire community, particularly in refugee settlements or other setting affected by protracted displacement. 

The study outlines how the policy and program characteristics identified may represent levers or barriers to the effective operationalization of ECDEiE in Colombia. We discuss how these attributes could be considered in the trans-sectoral dialogue between ECDE and humanitarian actors with the aim of strengthening ECDEiE systems globally.

This 2020 Words into Action guide on Engaging Children and Youth in Disaster Risk Reduction and Resilience Building offers access to global expertise, communities of practice and networks of practitioners with specific advice on how to support and engage children and youth.

This manual provides information about MenCare 50:50 Facilitators, how to structure parenting groups, how to facilitate group sessions, and some useful general tips to use in sessions.

In this strategy WFP lays out how it will advocate globally, and work in partnership, to address gaps in guaranteeing a proper school health and nutrition response for children in schools. This document also explains the new approach to school feeding adopted by WFP, as a pillar of an integrated school health and nutrition response.

The aim of this guide is to support teachers in implementing a range of activities on climate change and the ocean and cryosphere in their classrooms.

The initiative intends to complement teacher policy development with the key provisions needed to ensure that a teacher policy will also be a crisis-sensitive policy.

This report documents the human-centred design process used in a project conducted in 2020 in Nairobi, Kenya. It includes research tools that can be used in other contexts, as well as the adaptations that were made to research tools to ensure they were inclusive. These tools are followed by the main lessons learned, and recommendations for others who want to implement a similar process. 

This document presents some of the main considerations to keep in mind pertaining to Cash and Voucher Assistance (CVA) when conducting Education in Emergencies (EiE) needs assessments.

The intent of this Guide is to improve and ease the process of gathering and generating evidence. This guide includes information to support coordinated approaches to assessments and analysis.

This article explores how resilience as a concept is being increasingly mobilised within the Education in Emergencies (EiE) community. Using content and a close textual analysis, it identifies the concept's growth in prominence within key EiE documents arguing it has been employed to serve a range of different purposes.

This query is a short summary of information gathered from interviews with implementers working on education for children with disabilities in Syria.

This field note presents findings from an assessment conducted on the Little Ripples program, which was piloted with Burundian refugee children ages three to five who were living in Tanzania.

This field note provides insights into the implementation of a participatory design process and details the impact the participatory approach had on the design of a higher education program for refugees.