Resources

This Technical Note aims to help guide programming intended to prevent and address the recruitment and use of children by armed groups in today’s conflicts.

This paper reviews global progress toward the recognition of qualifications and of prior learning at all education levels and identifies examples where countries have made special provisions for migrants and refugees.

This OECD-UNHCR mapping exercise examines the use of a subset of complementary pathways for admission by refugees to third counties, focusing on non-humanitarian regular entry visas granted for family, study or work purposes in OECD destination countries since 2010.

Key messages from the Inter-agency Network for Education in Emergencies (INEE), prepared for the Global Education Meeting in Brussels, 3-5 December 2018. The brief also contains the concept note for a side event at the High-Level Political Forum in July 2019 in New York.

We revisit two sets of literature, research on anti-racism and organizational change, to explore what actions and leadership attributes could foster actual institutional change for racial equity.

This study includes a number of case studies selected to present a diversity of different types of technology projects operating to address education needs in IDP and refugee camps. This rapid review drew largely on synthesis studies, evaluative papers and some grey literature.

The 2019 GEM Report, Building bridges, not walls, continues its assessments of progress towards Sustainable Development Goal 4 (SDG 4) on education and its ten targets, as well as other related education targets in the SDG agenda.

This policy brief highlights that preventing violent extremism activities can be shown to generate at least forty-five positive impacts at individual, structural & organizational, as well as the community and social levels. 

This advocacy brief shows the barriers that prevent disabled children from accessing quality education and makes a case for addressing those barriers. 

Understanding these debates and issues is critical to understanding whether the current diagnosis and proposed solutions to support a more local humanitarian response are the right ones. This Working Paper takes a critical look at this discourse.

This background paper presents the case for increased attention and investment in early childhood in conflict and crisis contexts, with focused attention on early learning and family support. The scale of the problem, current science and evidence, current global standards and principles, and case studies are all discussed and priority recommendations are offered

The purpose of this background paper is to merge insights from both microand macro-level perspectives to demonstrate how ECD services can be leveraged to sustainable peace and development.

This briefing paper addresses the progress that Afghanistan had made since 2001 on increasing access to education for Afghani children, and how due to ongoing conflict, increasing insecurity and attacks on education, there has been a reversal in this progress since 2018. 

Confronted with record-high numbers of displaced persons and protracted crises that have lasted for decades, this paper draws on case study examples from multiple countries to examine both the persistent challenges and promising practices for refugee, internally displaced, and national teachers in their efforts to provide education to the millions of children and youth affected by crisis.

This paper examines the heightened risks faced by children with disabilities, and provides recommendations on strengthening protection and disability-inclusive humanitarian assistance. 

This note is meant to be used by USAID education staff and partners of education projects and activities as a reference document and guide for putting into practice USAID’s commitment to disability inclusive education as well as for DPOs advocating for more inclusive programming.

Brief adapted from a background paper commissioned for the 2019 Global Education Monitoring Report

In July 2018, INEE and Porticus (a private philanthropy organization) completed a survey of INEE Membership to better understand the strengths and weaknesses of the EiE sector. This presentation reflects the outcomes of the survey.

During this webinar, INEE Advocacy Working Group members shared their knowledge and experiences developing advocacy strategies, highlighting successful campaigns they have worked on in a variety of contexts. The second half of the webinar included an open discussion with participants about useful techniques, capacity gaps, and needs that could be addressed by the AWG. 

This doctoral research project builds a cross-country baseline of current policy and practice across 41 of the largest low- and middle-income refugee hosting countries. It sets out to examine under what conditions developmental approaches can lead to better access outcomes in primary and secondary education for refugees.