The We-Act measure is an observation and performance-based assessment designed to assess the extent to which frontline education, child protection, and psychosocial support workers in humanitarian settings have adequate competencies to provide effective support to children.
The International Social and Emotional Learning Assessment (ISELA) is a cost-free, feasible, and adaptable tool that helps us understand the development of self-concept, stress management, perseverance, empathy, relationship management, and conflict resolution in children between 6-12 years.
The UNRWA Department of Education has developed a self-learning programme to facilitate the learning of basic skills and core subject concepts in Arabic, mathematics, English and science. The programme is designed for those children who cannot regularly access school to learn at home or in their communities.
The 2019 Child Protection Minimum Standards handbook is a practical tool for humanitarian actors to join and lead child protection in humanitarian settings.
This curriculum was developed by the IRC and the Women’s Protection and Empowerment programme to equip adolescent girls with key knowledge and skills to help them to reduce, prevent and respond to gender-based violence (GBV).
This manual provides information to assist early childhood programs with making emergency plans to help keep their program, center, or home safe before, during, and after an emergency.
INEE and the Journal on Education in Emergencies (JEiE) hosted an informational webinar on Wednesday, October 2, about submitting and publishing field notes with JEiE.
This new GRN resource provides an overview of copyright and licensing, the benefits of open licenses, guidance on choosing and marking work with open licenses, advice on how to engage stakeholders in selecting an open license, and a review of open license business models and ways to leverage open licenses
Humanitarian action has been a mainly international endeavour, where power continues to lie with donors, UN agencies and large international non-governmental organisations . This led to a call at the World Humanitarian Summit for humanitarian action to be as ‘local as possible, as international as necessary’ inspiring numerous debates and initiatives, including the Grand Bargain. To better inform local humanitarian action, HPG launched a two-year research project in 2017 on capacity and complementarity, of which this is the final report.
With strong global attention focused on how to scale-up multisectoral actions in nutrition leveraging existing platforms, this case study looks at the enabling factors that informed and led to the government’s decision to scale-up nutrition-sensitive actions through Malawi’s ECD platform.
This report explores whether common EiE response patterns- and contextual differences- can be identified in recent and protracted emergency contexts over humanitarian-development response phases. In order to answer this question, this report analyzes seven countries that have been affected by major refugee crises such as the Rohingya, Venezuelan and Syrian refugee crises.
This document details the key discussions, recommendations, and commitments from the Summit, co-hosted by NORRAG, USAID, and the Inter-agency Network for Education in Emergencies (INEE).
GLAD's infographic demonstrates how inclusive education systems for all learners can provide support for learners with disabilities. This infographic reflects the key messages that were developed in 2018 by the IEWG.
This Think Piece aims to locate this humanitarian-development nexus within the education sector, and to identify opportunities for key partners to seize the momentum around this nexus, particularly with regard to learners, teachers, national education system actors affected by forced displacement.
This report tells the stories of some of the world’s 7.1 million refugee children of school age under UNHCR’s mandate. In addition, it looks at the educational aspirations of refugee youth eager to continue learning after secondary education, and highlights the need for strong partnerships in order to break down the barriers to education for millions of refugee children.
This update of UNHCR’s 2012-2016 Refugee Education Strategy aims to ensure that refugees are increasingly accounted for in education sector planning goals and action plans.
In this article, we introduce some of the key tenets of Paulo Freire’s pedagogical vision of education for peace, social justice and democracy, and some limitations in terms of its application. In doing so, we aim to demonstrate its relevance and importance to conflict-affected contexts.
This policy brief brings together evidence from the Humanitarian Education Accelerator (HEA) and learnings from HEA grantees on government engagement for scaling humanitarian education innovations.
This policy brief brings together learnings from the Humanitarian Education Accelerator (HEA) External Evaluation Firm, American Institutes for Research (AIR), on the challenges and potential solutions for conducting rigorous research in humanitarian and crisis settings.
