In a comprehensive literature review published in March 2015, the REFANI consortium partners identified what was currently known about the nutritional impact of cash transfer programmes (CTPs) in food assistance and nutrition programming, as well as the gaps that remain in the existing evidence base.
This guidance is intended to support education authorities and disaster management officers to make decisions and allocate resources to meet shelter needs of the population, to protect children’s rights to safety and wellbeing, educational continuity, and to protect education sector investments.
This round table brings together education and psychosocial support practitioners and researchers working in the field of education in emergencies (EiE) and protracted crises, with the aim of sharing recent research and tools, discussing innovative approaches, and articulating knowledge gaps in the field of psychosocial support (PSS) and social and emotional learning (SEL).
Recommendations for optimal care in Ebola virus disease outbreaks, including the Grading of Recommendations Assessments, Development and Evaluation (GRADE) methodology.
Children's call for education in emergencies. Story of Grace and Anna who fled violence in South Sudan, and now demand education for themselves and others in crisis contexts.
This case study provides a look at the process of adapting and piloting Vroom for Syrian refugee parents and families. Vroom empowers parents and caregivers of young children to turn everyday moments into brain-building moments.
he toolkit contains components that include Introduction for proposal development and advocacy; Community Action for initial non-formal education or informal learning; Teacher Training to support teachers/facilitators; Learner Assessment tools, and a comprehensive Community Action component to support literacy and well-being in the immediate aftermath of a crisis.
The Menstrual Hygiene Management (MHM) in Emergencies toolkit aims to provide streamlined guidance to support organizations and agencies seeking to rapidly integrate MHM into existing programming across sectors and phases.
The inter-agency Accelerated Education Working Group (AEWG) reviewed and distilled a set of global good practices and guidelines for AEPs. This guide helps establish what is considered good practice, and is intended to evolve into a standard.
With a succinct one-page Accelerated Education Definitions document, the AEWG has clarified the differences between several key terms, including: Accelerated Education, accelerated learning, catch-up programs, remedial programs, and bridging programs.
The Education 2030: Framework for Action identifies the need for non-formal and informal education programming which affords flexible and alternative pathways and entry/re-entry points into the formal education system.
Aligning your programme with Principles and Action Points The Accelerated Education Programme (AEP) Checklist was created as a tool for programme designers, implementers, evaluators and agencies to use alongside the AEWG Guide to the Accelerated Education Principles.
This Learning Agenda, developed by the Accelerated Education Working Group (AEWG), aims to organize and generate evidence to inform strategic planning, project design, project implementation, monitoring and evaluation and in-service training efforts of Accelerated Education (AE).
This review examines the main threats to girls’ education in conflict-affected contexts and interventions that help reduce the barriers girls face during conflict. It complements existing literature on education in conflict-affected contexts by shining a spotlight on practices that have supported girls’ access to education or mitigated the multiple threats girls face in conflict settings.
This policy note contends that greater investment in girls’ education in conflict-affected contexts is urgently required as a critical component of achieving SDGs 4, 5 and 16.
This study focuses on conflict prevention consistent with the activities outlined in the General Assembly and Security Council resolutions on Sustaining Peace, that is, as “activities aimed at preventing the outbreak, escalation, continuation and recurrence of conflict, addressing root causes, assisting parties to conflict to end hostilities, ensuring national reconciliation and moving towards recovery, reconstruction and development."
The report presents a rigorous review that complements existing literature on education in conflict-affected contexts by investigating various barriers and threats girls encounter in accessing education, and by shining a spotlight on practices that have supported girls’ access to education in these contexts.
The OG-IFE was introduced in 1999 to outline evidence-based actions to safeguard the health of infants and young children in emergencies. The OG-IFE is intended for policy-makers, decision-makers and programmers working in emergency preparedness and response, including governments, UN agencies, (I)NGOs, donors, volunteer groups and the private/business sector.
This paper highlights some of the more commonly used concepts and working definitions, though INEE does not take a particular stance. The paper presents current thinking and up-to-date research, and provides some examples of how education can contribute towards preventing violence.
