The ERICC Research Programme Consortium has developed a systematic conceptual framework to translate individual studies into an interconnected body of knowledge on effective educational practices in conflict contexts. Through this framework, we aim to synthesise the existing body of knowledge and build a systematic knowledge base that is comprehensive, context-sensitive and actionable for educational interventions and policy changes.

The review recommends a multifaceted approach to improving teacher management that is assets-based, to recognise teachers’ inherent knowledge and skills, and prioritise their perspectives and experiences in policymaking.

The dimensions represent key categories to consider when seeking to understand the settings affected by conflict and crisis, and serve as a heuristic tool to describe the contextual setting of conflict and crisis for research studies.

Drawing on a detailed review of data systems in NW Syria (DSNWS) conducted by the ERICC research team, this policy brief highlights the key challenges around data systems in Northwest Syria (NW Syria) and makes policy recommendations to education stakeholders in the region

The study is based on key informant interviews (KIIs) with key stakeholders who have knowledge of the education data systems in NW Syria. This paper presents findings on the current education data systems and explores what types and quality of data they collect. It identifies challenges affecting the data systems from three angles, namely, context, outputs and processes, in addition to suggesting policy options.

This policy brief outlines the extent to which the 2019 Kaduna State Teacher Recruitment, Deployment and Retention Policy has been implemented as intended. It highlights the factors that enabled or hindered the implementation process and provides recommendations for policymakers seeking to improve teacher management processes in Northeast Nigeria and other conflict-affected settings

This policy brief is based on the “Data Systems Report,” which explores Lebanon’s education data systems, focusing on data collection related to access, quality and continuity of education, especially in conflict and crisis. The study for that report maps critical stakeholders, highlighting roles and responsibilities.

This brief draws on a working paper that reviews existing evidence and knowledge on the education sector in Lebanon, plus consultations with key stakeholders. It summarises the conditions in the education system, the methodology used to formulate the research agenda, and eight priority themes the ERICC team will focus on in the Lebanese context.

The primary purpose of the study was to pinpoint incoherences within the teacher management system, which serves significant refugee populations as well as Jordanian nationals, and to highlight possible solutions and ways forward to address misalignments that can compromise the quality, effectiveness, and efficiency of the education system

Based on an evidence review, the Centre for Lebanese Studies formulated a research agenda for education in the context of conflict and protracted crises in Lebanon. Based on a review of existing evidence and knowledge as well as consultations with stakeholders in the education sector, the paper focuses on micro and macro levels of educational processes by engaging with pre-existing conditions, drivers of learning and development, and outcomes.