This is the first volume of the NISSEM Global Briefs, a collection of peer-reviewed essays from over 60 contributors of standing within the field of education. At the junction of SDG Target 4.7, SEL, and education in post conflict and low-resource settings, the NISSEM global briefs are a key resource for current research and practice.
This package of materials incorporates the most recent scientific findings on early childhood development and identifies critical caregiving skills that are necessary to boost growth and integral development of young children.
This study examines how students of majority and minority ethnic backgrounds in Botswana understand national identity as inclusive of their ethnic groups.
INEE and the Education Equity Research Initiative co-hosted an interactive webinar that presented recent research on teacher well-being in low resource, crisis, and conflict-affected settings.
The fourth webinar in the series, “The 4Ws of Education in Emergencies (EiE) Data: Who has What data? Where can I find it? And Why is this so complicated?”, provided an overview of contextual data for EiE, including data from population movement and conflict sources
This resource includes findings from a landscape review, a conceptual framework for teacher well-being, as well as programmatic and policy guidance for providing comprehensive support to the well-being of teachers working in low resource, crisis, and conflict-affected contexts.
In the present report, the Special Rapporteur considers ways in which the right to education contributes to the prevention of atrocity crimes and mass or grave human rights violations.
The webinar discussed the humanitarian response system and its implications for EiE data, humanitarian operations education data and explains how it can be useful in an emergency setting, and an exploration of ways to use humanitarian education data in EiE.
The second webinar in this series focused on educational development data and its relevance to EiE. The webinar included an introduction to the educational development data ecosystem, examining sources and availability of data, an in-depth looks into six sources of educational development data.
As the first in the series, this webinar introduced the landscape of publicly available EiE data from development, humanitarian, population movement, and conflict data sources, examining the similarities and differences of data across the humanitarian and development sectors
The Refugee Coordination Model (RCM) provides the model for leading and coordinating refugee operations. It sets out our shared duty to refugees, an integrated humanitarian vision, and responsibilities.
The INEE Guidance Note on Gender provides strategies to ensure that girls, boys, women, and men in contexts of conflict and crisis equally enjoy the protection and learning outcomes that quality education can provide.
The Youth Advocacy Guide has been developed by people of varying ages, with different lived experiences, and a passion for change. This guide will take you through the processes of fact-finding, planning, engaging with policy, building momentum, and making individual lifestyle choices.
This report aims to highlight the challenges that internally displaced children face in the effort to access quality education, and offers recommendations for how education can adapt to meet their needs through supporting national education systems, while improving social cohesion.
This brief offers recommendations for addressing the disparities in safe, quality, inclusive education for children affected by crisis. It highlights key areas for policy and practice, and looks at ways to use the various tools developed by INEE.
This qualitative research in South-Eastern Democratic Republic of Congo suggests that teachers link experienced violence to their role as state representatives. Thereby, the article sheds a critical light on approaches that frame teacher (re)deployment in conflict-affected contexts around normalcy and resilience.
This note provides guidance to UNICEF country offices on programming for peacebuilding through local governance in fragile and conflict-affected settings. Its main objective is to inform the design and implementation of UNICEF peacebuilding interventions and to contribute to the overall effectiveness of UNICEF programming in fragile and conflict-affected contexts
The guidelines set out essential actions that humanitarian actors must take in order to effectively identify and respond to the needs and rights of persons with disabilities who are most at risk of being left behind in humanitarian settings.
This paper articulates an emerging set of common commitments and principles shared by foundations working in the Education in Emergencies (EiE) sector. It outlines both what we have in common with other donors and international organisations working in the EiE sector, as well as what we believe to be our added value and unique contribution to this field.
