This guide serves as a quick reference on how to monitor progress towards Sustainable Development Goal 4 (SDG 4) on quality education. It provides basic explanations of SDG 4 targets, their indicators, how they are created and where to find the information needed for these indicators.
We are excited to share this course with you which covers the following: The definitions of and differences between PSS and SEL; PSS and SEL frameworks; Why to consider PSS and SEL in EiCC contexts and examples of PSS and SEL in actions; Why contextualizing is important; Best Practices; and Methods of Assessments.
This interactive course is designed to provide guidance for practitioners on best practices and approaches when working with adolescents in humanitarian contexts, gaining a better understanding of who are adolescents and why is important to work with them.
This guideline examines the evidence and makes recommendations and remarks on the implementation of some of the details of breastfeeding counselling, such as frequency, timing, mode and provider of breastfeeding counselling, to improve breastfeeding practices.
INEE was proud to present the opportunity for the CSE Learning Community to participate in a webinar on monitoring and evaluation tools and approaches in humanitarian settings, hosted by Tino Kreutzer, who worked with the Harvard Humanitarian Initiative (HHI) to develop KoBoToolBox.
The EiE Toolkit aims to raise the quality of Save the Children's EiE programmes through providing guidance on how to employ a more systematic and tools-based approach to analysing EiE needs and designing and implementing programmes.
The declaration states the commitments of member states to implement and develop quality educational standards and inclusion in their national legal framework and educational system.
The Toolkit provides a practical, “how-to” guide for selection and adaptation of child development measurements for use in low- and middle-income countries.
The 2017/8 GEM Report evaluates the role of accountability in global education systems regarding achievement of the vision of UN Sustainable Development Goal (SDG) 4: ensuring inclusive, equitable and good-quality education and lifelong learning for all.
This user-friendly tool guides households through knowing and reducing their dangers, preparing and planning for emergencies, and learning response and coping skills.
This report addresses the future of basic education, ICT use in deprived locations, and the use of ICTs in primary school learning in 2020 and 2025, especially in deprived contexts.
Guidelines and policies for disability inclusion in disaster risk reduction (DRR) and humanitarian action have been, and continue to be, developed by governments, international organisations and humanitarian agents. Despite these disability inclusion efforts, people with intellectual disabilities and mental health issues are reported to continue to face disadvantage.
This guidance note aims to begin bridging the gap between evidence and programming by pulling together in one place the most robust evidence available to date, and combining this with DFID adviser experience of programming in three different emergency contexts.
Thematic Paper for the Youth, Peace and Security Progress Study. This paper outlines key debates and insights on the role of education in relation to UNSCR 2250 and the youth, peace, and security (YPS) agenda. UNSCR 2250 requires the UN Secretary-General to “carry out a Progress Study on youth’s positive contribution to the peace processes and conflict resolution” and to present the results to the UN Member States.
Following the World Humanitarian Summit, the Protection and Education Cluster Lead Agencies, and Co-Leads made commitments to promote localisation. In essence, this means that coordination groups and their respective response strategies should be guided by the principle – “as local as possible, as international as necessary.”
In this white paper, our discussion of the neuroscience and biological literature on learning focuses on five characteristics used to define playful learning experiences, joyful, meaningful, actively engaging, iterative and socially interactive. From a neurobiological perspective, these characteristics can contribute to children’s ability to attend to, interpret, and learn from experiences.
