This paper delves into the political economy of the education system in Cox’s Bazar exploring the underlying causes of dissonance between official commitments and the day-to-day delivery of education by different actors.
This High-Level Policy Guidance provides evidence-based actionable recommendations for education leaders who want to initiate AEPs, strengthen or expand existing AEPs or enhance the cohesion and oversight of diverse AEPs in their country. With insights from many countries, this Guidance provides a roadmap for policy actions, concrete policy examples and country case studies. Its lessons can be applied globally.
In emergency and protracted crisis settings, there is a significant education gap for out-of-school youth. This NORCAP study focuses on the lack of educational opportunities for them.
This webinar provided an orientation to the Guidance Note for Supporting Integrated Child Protection and Education Programming in Humanitarian Action, specifically discussing the shared space between the two sectors and best practices in approaching constructive and impactful integrated programming.
This book explores the ways that social movements are important and overlooked laboratories of learning and sources of knowledge-making, drawing on the findings from a collaborative research project which took place in Turkey, Colombia, Nepal and South Africa.
This paper reflects on the lived experiences of young refugees located in Pakistan and Rwanda when interacting with education technology (EdTech) during and following displacement.
The purpose of this response plan is to ensure that the children and youth in Gaza can resume their right to learn as soon as possible after the cessation of hostilities, that all education actors do everything possible during the current hostilities to plan for this, and then support the effective resumption of education in Gaza once hostilities stop.
The Financial Tracking Service (FTS) is a centralized source of curated, continuously updated, fully downloadable data and information on humanitarian funding flows.
The World Inequality Database on Education (WIDE) brings together data from Demographic and Health Surveys (DHS), Multiple Indicator Cluster Surveys (MICS), other national household surveys and learning assessments from over 160 countries.
This dataset is provided by the Global Coalition to Protect Education from Attack (GCPEA) from its Education under Attack database which monitors attacks on schools, universities, students, and educators, by armed forces and armed groups, as well as military use of education institutions.
The UNICEF Middle East and North Africa’s Data Portal provides a compilation of high-quality, internationally comparable statistics reflecting the situation of children in the 20 countries of the Middle East and North Africa, including regional averages
The AERD is a curated collection of research undertaken in the past decade by scholars based in sub-Saharan Africa. The database includes social science research with implications for educational policy and practice, understood in the context of the global priorities and targets expressed in SDG4.
The JDC aims to improve the availability socioeconomic data and evidence on populations affected by forced displacement through a range of activities that improve the quality of data analysis and production.
Khan Academy offers practice exercises, instructional videos, and a personalized learning dashboard that empower learners to study at their own pace in and outside of the classroom
This page contains a collection of UNHCR teaching materials on refugees, asylum and migration for primary and secondary education, as well as some guidance for teachers working with refugee children in the classroom.
The Humanitarian Programme Cycle refers to a series of actions undertaken in the management of international humanitarian response operations. These must be conducted, to the extent possible, in collaboration with and in support of national and local authorities.
This webinar aimed to raise awareness and advocate for the protection of educational institutions and the right to education for Palestinian learners. It aimed to shed light on the current challenges faced by educators and learners in Gaza.
EASE is an evidence-based group psychological intervention to help 10–15-year-olds affected by internalizing problems (e.g. stress and symptoms of anxiety, depression) in communities exposed to adversity. The intervention consists of 7 group sessions for adolescents and 3 additional group sessions for their caregivers.
