This policy brief draws from the findings of a longer ERICC working paper, which explored the drivers and outcomes of dissonance between official intentions for cross-sectoral coordination, also referred to as the ‘humanitarian-development nexus’, and the default operations of the Education Sector.
In light of the ongoing humanitarian crisis, INEE and the Norwegian Refugee Council (NRC) held a webinar focused on supporting the psychosocial wellbeing of children in Gaza. This webinar sought to shed light on the vital role schools and educators play in offering psychosocial support to children, once conditions permit the reopening of schools and temporary learning centers in Gaza.
The Principles for Digital Development serve as a compass for those working to promote sustainable and inclusive development in today’s complex digital landscape. Using these Principles as a starting point, policymakers, practitioners, and technologists will be better equipped to ensure that all people can benefit from digital initiatives and from the broader digital society.
To grasp the nature and the full potential of gamification in language learning, a scoping study was applied to detect gamified interventions that were designed for refugee students aged 6-12 years old and implemented in various formal and informal environments.
This Case Study highlights measures taken by the Education Cluster in Afghanistan to ensure continuity of education for girls in the face of overwhelming challenges.
United Kingdom Foreign Commonwealth & Development Office in Nigeria requested a literature review to gather evidence-based best practices and explore potential avenues for coordination and collaboration with other development partners to address improving safety and community resilience in and around schools and reintegration of kidnap victims.
This Global Thematic Review on Education examines the under-researched relationship between education and institutional care. It uses a rights-based lens rooted in the principle that all fundamental rights are universal, inalienable, interdependent and indivisible. Specifically, it is based on the premise that children’s fundamental rights to both education and family life should and can coexist, but that that indivisibility is currently, at times, compromised.
The ECDiE updated module seeks to introduce frontline workers and humanitarian program developers/implementers of all sectors (non-early childhood development specialists) to ECDiE as an essential component of humanitarian responses to crises and emergency situations.
This report highlights the language limitations of most digital humanitarian services, leaving millions of crisis-affected individuals excluded. It demonstrates the demand to make services available in the language that people need. The research spotlights two digital platforms making strides towards inclusion for marginalised language speakers.
This brief will detail why education and early childhood development (ECD) are exemplary areas for strengthened IDA21 investment in fragile, conflict, and violence (FCV) settings and how the World Bank can set out to achieve a lasting impact.
This report allows us to understand the key barriers to access and completion of secondary education, especially for girls, across the seven secondary schools in Kakuma run by JRS where we work as the UNHCR implementing partner for secondary education.
This diagnostic report summarizes the methodology and results of the systems analysis in Colombia, and provides a series of recommendations to strengthen the coherence of the Peruvian educational monitoring and evaluation systems for holistic learning outcomes.
This diagnostic report summarizes the methodology and results of the systems analysis in Peru, and provides a series of recommendations to strengthen the coherence of the Peruvian educational monitoring and evaluation systems for holistic learning outcomes.
INEE held a webinar on the conflict in Eastern Democratic Republic of Congo (DRC) and its impact on access to the right to education and pedagogical continuity. We heard from speakers on the current situation in Eastern DRC, its impact on education and protection, the Safe School Declaration, the right to education and opportunities for pedagogical continuity, and a needs analysis.
This report aims to shed light on the growing numbers of children out of school, the reasons behind dropouts, as well as the pressing need to prioritize children’s education amidst ongoing peace efforts, recognizing it as a fundamental step towards building a sustainable and prosperous future for the country.
This study examines the impact of integrating refugee children into host states’ education systems and localizing humanitarian responses on the authority and responsibilities distributed among global and local actors.
Faced with the under-prioritisation and underfunding of education in emergencies, members of the Geneva Global Hub for Education in Emergencies (EiE Hub) have come together to issue a statement which outlines why education should be a priority from the first day of a crisis.
Due to the current level of hostilities and insecurity, as well as the restrictions on providing meaningful follow-up support to children, it is not possible to conduct research meaningfully and responsibly on the same scale. However, given the concerns over the expected decline to children’s mental health and their ability to cope, Save the Children is presenting insights to its previous research.
This technical note proposes a two-part geospatial methodology for assessing risks related to natural hazards and the interaction between these and other factors (including local norms and laws on education), in order to better plan the location of schools using multi-criteria decision analysis (MCDA) techniques.
