In April 2019, IRC Uganda and the WSSCC organised a learning visit to get updated on Kenyan government policies supporting MHM as well as insights from good practices used by the NGO KWAHO in Kwale County. Besides clear MHM policies, collaboration, integration with other sectors, capacity building and the use of champions are some of the key lessons for Uganda.
The webinar was offered to reach both the Africa and Asia regions, and focused on basic information about Creative Commons. Creative Commons clarifies how the public may access, use and adapt resources, but also encourages respect for copyright and copyright holders.
This report provides analysis of donor spending on pre-primary education based on the most recent data reported to the Organisation for Economic Co-operation and Development, Development Co-operation Directorate (OECD-DAC), highlighting the gap between rhetoric and reality.
This white paper provides an overview of humanitarian-development coherence efforts within the education sector globally, with a focus on the U.S. government.
This report documents abuses that women and girls experienced when schools were attacked in the Kasais, focusing specifically on Kasai Central province, where the conflict originated and where the largest number of schools were attacked. This research is part of a multi-country study on the impact of attacks on education on women and girls.
The second edition of NORRAG Special Issue (NSI) is dedicated to data collection and evidence building to support Education in Emergencies (EiE). It focuses on why data and evidence are crucial for understanding and addressing situations of emergency and protracted crises and provides insight into the ethical and material challenges when gathering evidence
The purpose of this document is to set out the objectives, principles and the scope of the European Commission’s humanitarian assistance in the field of education in emergencies (EiE) based on the humanitarian mandate, and framed by the 2018 European Commission’s Communication on Education in Emergencies and Protracted Crises.
The importance of parenting for infants and young children in this age group cannot be overstated. This leaflet brings together our understanding of playful experiences that lead to deeper learning, with the international conversation around high quality parenting.
The International Task Force on Teachers for Education 2030 builds on its comparative advantage as a global multiple-stakeholder alliance joining hands to address the global teacher challenges, to offer the present Teacher Policy Development Guide.
This toolkit is for any young person who wants to start their own advocacy campaign. If you are a teacher or a facilitator, you can also use this toolkit with your group to inspire them to work out which children’s rights issues they care about and how to go about creating the change they want to see.
This guidance was developed for UNICEF WASH, Education, Health, and Gender specialists or focal points in country offices who are working with their partners to develop programmes related to menstrual health and hygiene (MHH).
This research paper looks at several case studies of MHPSS interventions in both the emergency and formal education settings in an attempt to evaluate a various range of MHPSS interventions and their impact on children learning outcomes. Each case study will emphasize WHO, HOW, OUTCOME, and SHOULD HAVE of a specific intervention or project to conduct a prompt analysis of their impact
In light of the Grand Bargain cash commitment to develop an evidence base for assessing costs, benefits, impacts and risks of CVA, the Global Education Cluster (GEC), with a financial contribution from DG-ECHO and technical support from NORCAP has set out to build evidence around CVA for EiE.
In early 2019, the Journal on Education in Emergencies (JEiE) hosted informational webinars, geared especially for scholars from the Global South, about submitting and publishing research manuscripts and field notes with JEiE.
The Abidjan Principles are a reference point for governments, educators and education providers when debating the respective roles and duties of states and private actors in education. They compile and unpack existing legal obligations that States have regarding the delivery of education, and in particular the role and limitations of private actors in the provision of education.
