ILOSTAT is the custodian agency for 14 SDG labour market related indicators. It compiles and produces labour statistics, with the goal of disseminating internationally-comparable datasets through a variety of data tools.
The Accelerated Education Introductory Teacher Training pack (AEITTP) is designed specifically for teachers working in accelerated education programme (AEP) classes and teaching learners generally aged 10-18 who are overage for their grade.
This report, which is the result of a literature review and empirical research, examines the impacts, implications, and repercussions of climate and environmental breakdown for the field of education in emergencies (EiE).
The following briefing note compendium reflects wide-ranging analysis and insights of the various barriers that refugees and forcibly displaced people experience in accessing, progressing, and completing higher education. At the same time, the briefing notes present considerations that States and other higher education stakeholders should take into account to defend and promote the right to higher education for this equity deserving group.
This year’s research explores the relationship between climate change and girls’ education: what are the direct and indirect impacts of climate change on girls accessing school and completing their education? How do these impacts intersect with existing gendered barriers to education? And how is their education supporting girl to respond and adapt to climate change in their communities?
This report summarizes the results of a survey the Gobee team launched to better understand the experience of stakeholders in the Education in Emergencies (EiE) sector when it comes to EdTech in low-resource settings, with a special focus on digital assessments and what it takes to develop and maintain open-source models (OSS) and data protection regulations.
The Alliance calls upon the leadership of the humanitarian architecture, decision makers within humanitarian organisations, donors, and all humanitarian actors to fulfil their commitments to children and their protection as an integral part of the Centrality of Protection and central element of all humanitarian action.
Building on a number of case-studies, testimonies, data, as well as considerations from key informant’s interviews, this report illustrates how education systems need to become more inclusive for children and youth with disabilities and, at the same time, more resilient to cope with crises and to ensure education in all settings and circumstances.
Sesame Workshop and the UVA Humanitarian Collaborative partnered to better understand the success factors and challenges in the coordination of multi-sectoral ECD particularly in areas affected by conflict and crisis. In this webinar, we presented learnings and share assets that the cohort has produced so far and that can support practitioners in their work.
This document articulates how the INEE Accelerated Education Working Group (AEWG) aims to achieve the change it wants to see in educational opportunities for out-of-school children and youth and contribute to ensuring inclusive and equitable quality education and promote lifelong learning opportunities for all (SDG4).
This guidance note offers practical tips on coordinating ECD in emergencies (ECDiE) and good practice examples provided by the ECDiE Coordinator Learning Cohort, facilitated by Sesame Workshop and the Humanitarian Collaborative at the University of Virginia (UVA). These examples and tips are intended to be applicable across a variety of crisis contexts globally.
9 November 2023
INEE Webinar
Inter-agency Network for Education in Emergencies (INEE), Secondary Education Working Group (SEWG), United Nations High Commissioner for Refugees (UNHCR)
This webinar presented the key findings, gaps, and tensions that define the state of secondary education in emergencies to better understand the different and intersecting factors that influence accessibility to and the quality of secondary education.
The World Bank is the largest external financier of education worldwide. This note examines trends in girls’ education and spotlights interventions that support girls’ education. Key takeaways include the following: It is simply not enough to get girls into school. Efforts must ensure they stay in school, learn well, and are able to translate their schooling into future gains.
Practical advice on making humanitarian action accessible and inclusive for persons with disabilities. Once downloaded, HHoT works without an internet connection.
The PM ERM integrated Education, WASH, Child Protection, and Health and Nutrition multi-sectoral programming in schools. This mixed-methods study investigates the implementation of the intervention to build the evidence base to strengthen Education in Emergencies responses.
This 2023 background study for the ECW Climate Appeal includes estimates on the effect of climate shocks on children and education around the world. The study presents estimates of the number of crisis-affected children and adolescents whose education has been disrupted by climate shocks, as well as the number of forced displacements of school-aged children due to floods, droughts and other extreme weather events.
This policy brief focuses on EiE and on how to guarantee the basic right to education especially in crisis and conflict, providing key data on concatenated crises, the importance of EiE funding, as well as on the impact of EiE. Finally, it highlights a number of advocacy recommendations aimed at advocating for the recognition of education as a priority sector in humanitarian response, among other issues.
The document maps existing work on inclusive education and disability-inclusive education in emergencies by collecting existing tools, frameworks, policy and advocacy resources, and more, and presenting them in a repository of resources. The gap analysis report captures the findings from the resource mapping and the survey conducted with INEE members.