The Global Convention establishes universal principles for fair, transparent and non-discriminatory recognition of higher education qualifications and qualifications giving access to higher education and offering avenues for further study and employment.
This module outlines 3 hours (180 minutes) of training activities and materials related to psychosocial support (PSS) and social and emotional learning (SEL) in emergency contexts. It includes supplementary activities to further understanding of PSS-SEL concepts, for an extended duration of 5 hours (270 minutes).
20 November 2019
INEE Webinar
Inter-agency Network for Education in Emergencies (INEE), International Rescue Committee (IRC), New York University (NYU)
This webinar highlighted the first measures available in the MENAT Measurement Library. Each of these measures were tested in the Middle East, North Africa, and Turkey (MENAT) region, and are accompanied by technical working papers presenting evidence on their validity and reliability, as well as training materials to facilitate their use.
The MENAT CHILD Measurement Inventory was compiled and categorized by NYU Global TIES for Children as a resource for stakeholders interested in identifying additional measures of children’s holistic learning and development (CHILD) which have been used in the MENAT region.
The Student Learning in Emergency Checklist (SLEC) is a self-report survey that was designed to measure adolescents’ sense of safety, self-regulation, self-efficacy, social support, academic functioning, and feelings of hope. It is intended to provide data for program monitoring and evaluation purposes.
In this document, we focus on the assessment of children’s holistic learning and development (CHILD): specifically, the knowledge, skills and attitudes that may both promote and/or prevent children from thriving, now and in the future. We provide a step-by-step decision-making guide for researchers and practitioners interested in using CHILD measures in emergency contexts.
A framework to guide the pledging process for the first Global Refugee Forum and subsequent initiatives to meet the 2030 education commitments of the Global Compact on Refugees
The Early Childhood Behavior Questionnaire - Short (ECBQ-S) is a parent-report survey that was designed to measure toddlers’ emotional and behavioral regulation skills. It is intended to provide data for program evaluation purposes.
This webinar included an introduction and overview of the key elements of the new INEE Guidance Note on Gender. Presentations featured selected highlights from each section of the Guide and Case Studies from Somalia, South Sudan, Mozambique, and Kenya.
In October 2019, Osman Consulting conducted an Education in Emergencies training course, organised and facilitated by UNESCO in Beirut. The training was attended by members of staff from the King Salman Humanitarian Aid and Relief Centre (KS Relief).
The aim of all these reports is to provide an overview of some of the challenges posed by contemporary armed conflicts for International Humanitarian Law; generate broader reflection on those challenges; and outline current or prospective ICRC action, positions, and areas of interest.
The following report discusses the use of Information Communications Technologies (ICTs) to improve access to, quality of, and delivery of secondary education within sub-Saharan Africa. It discusses the policy environment for ICTs in sub-Saharan Africa, their successes, challenges, and lessons learned, and it concludes with a broad and detailed set of recommendations for policy makers, donors, the private sector, designers, and implementers of ICTs in education programs.
This webinar focused on advocating for education for refugees, and covered examples of what strategies have worked and what have not. Presenters talked about their experiences, from local, regional, and national advocacy campaigns to advocacy for refugee education at the global level.
The Academic Readiness of Children in Arabic (ARCH-A) and Turkish (ARCH-T) is a measure that was designed to assess 8 domains of school readiness through a combination of child-completed performance tasks and parent-report survey questions.
This chapter summarizes lessons learned from the implementation of “Learning for Peace” across 14 fragile and post-conflict countries. A theoretical framework for understanding education’s contributions to conflict and peace as well as a monitoring and evaluation framework for assessing its contributions toward social cohesion, will be introduced
SERAIS is a scenario-based student assessment tool that assess different social-emotional skills. The tool introduces children to six hypothetical scenarios and prompts them to answer a series of questions aimed to measure hostile attribution bias, emotion orientation, emotion dysregulation, and interpersonal negotiation strategies.
This webinar, hosted by INEE and Translators without Borders (TWB), discussed language solutions for education in emergencies. Making materials accessible and easy to understand is vital in education in emergencies. This applies to teacher training materials, community engagement campaigns, field guides for humanitarian workers, classroom materials, and much more
The Child PTSD Symptom Scale (CPSS-Sy) is a self-report questionnaire designed to assess the severity of DSM-IV PTSD symptoms in children aged 8-18 years. It was adapted for Syrian children and tested with a Syrian refugee population, aged 8-17 years, living in Lebanon in informal tented settlements.
