Resources

This tool has been developed to help you find out directly from teachers what the critical factors affecting teacher well-being and motivation are in your context.  

Essence of Learning (EoL) is a child-centred and holistic approach to Education in Emergencies that addresses the specific needs of children who are growing up in crisis contexts.

The brief examines the existing evidence and the potential for bringing together cash transfer programs and parenting interventions on early child stimulation to improve child development outcomes, notably cognitive and language skills. The brief also provides lessons learned from implementation.

The SSCA template is for the national (sub-national) coordination mechanism for school safety and education in emergencies to populate.

This guide and toolkit is designed to provide step-by-step guidance for field teams on how to plan and conduct a child-centred multi-risk assessment in the various contexts in which Plan International works. It is recommended that the assessment team be formed of staff with technical capacity in Child Protection and DRR and may include other sector programme staff. 

This second edition provides messages for all types of hazards including 13 major hazards and family disaster preparedness.  The revised key messages, in this second edition, are updated to cover additional hazards and have been reviewed for integration of climate change messages, messages regarding pets and livestock and child protection-specific guidance during crises and emergencies.

Decades of research on language and education support the need to develop explicit and inclusive language policies that meet the needs of all learners. The right to education and the right to language are enshrined in multiple international conventions, declarations, and charters.

This report presents the global roadmap developed by the Dialogue, setting out the priority pathways needed, likely challenges, solutions and necessary collaborations for scaling up mental health and psychosocial support programming for children and adolescents affected by conflict.

This report analyses 38 IDELA data sets and examines the relationships between gender, socio-economic status, negative discipline and early childhood learning outcomes. It offers key insight into the state of global early childhood development and the challenges faced by children, parents, communities, schools and governments

The World Development Report 2018 is the first ever devoted entirely to education. The 2018 WDR explores four main themes: 1) education’s promise; 2) the need to shine a light on learning; 3) how to make schools work for learners; and 4) how to make systems work for learning.

The toolkit provides a set of materials to assist managers and facilitators/animators in setting up and implementing quality CFS. These resources have at their core the protection of children from harm; the promotion of psychosocial well-being; and the engagement of community and caregiver capacities.

This literature review covers primary and secondary sources that describe the main aspects of management relating to teachers of refugees. The review analyses findings along four major themes relating to (1) recruitment, certification and selection of teachers of refugees, (2) teacher preparation and development, (3) teacher remuneration and incentives and (4) teacher retention.

This Guidance Note aims to provide humanitarian child protection practitioners, particularly child protection advisors and program managers, with guidance on how to engage in responses to infectious disease outbreaks to ensure children’s protection needs are taken into account in preparedness for, and during responses to, the outbreaks.

The objective of the Minimum Standard for Market Analysis (MISMA) is to guide the work of humanitarian practitioners across sectors and to ensure that, irrespective of the tool used, the key standard of market analysis is being met. By supporting high-quality market analysis, the MISMA intends to contribute to improving response analysis and programme implementation.

The Operational Guidance for Child Friendly Spaces in Humanitarian Settings summarises key approaches in the protection of children and in the promotion of their psychosocial well-being. It is directed to CFS managers and facilitators/animators.

This paper reports the findings of a study in which Open Resources for English Language Teaching, were piloted in a sample of fifty Kenyan secondary schools. The study reported that poor infrastructure, negative attitudes, lack of ICT competencies, and other skill gaps among teachers, as well as lack of administrative support, are some of the challenges experienced in the adoption and use of OERs in Kenyan schools. The findings of the present study will provide useful insights to developers of OERs and Kenyan education stakeholders in devising strategies to optimise utilisation of OERs in the Kenyan school system.

The principal users of The Sphere Handbook are practitioners involved in planning, managing or implementing a humanitarian response.

This document develops the use of the Community Based approach to Psychosocial Support (CBPS) in educational settings and presents FCA’s experiences in improving well-being through education in various countries. 

This webinar, hosted by the INEE Tech Task Team and the Education in Conflict and Crisis Network (ECCN), introduced a new tool called the Checklist for ICT Interventions to Support Education in Crisis and Conflict Settings (ICT in EiCC Checklist).

This toolkit is an overview of Gender in Emergencies, and includes CARE's key tools such as their Rapid Gender Analysis Toolkit, Gender Marker Toolkit, and CARE's GiB Guidance Note.