The first edition of the new biennial Teacher Task Force and UNESCO Global Report on Teachers focuses on the global teacher shortage that hinders the achievement of SDG4 and the Education 2030 agenda.

Ten years have passed since the international community adopted the six Education for All goals in Dakar in 2000. The record since then has been mixed. While much has been achieved over the past decade, many of the world’s poorest countries are not on track to meet the 2015 targets. Failure to reach the marginalized has denied many people their right to education.

This paper is intended for refugee education donors, policymakers, and implementers and aims to inform policy dialogue by answering the following three questions: 1)Why is refugee education more urgent than ever? 2) What are the key tensions in refugee education and how might they be addressed? 3) How does centering refugee voices and engagement in education policy and programming advance the sector?

This article considers whether the law of war provides school buildings with a less privileged status than it gives to hospitals and religious buildings. It proposes that three critical issues necessarily affect any legal regime that seeks to establish privileged status for a specific type of building during war.

This NORRAG Special Issue 10 explores the critical role of education in shaping a more just and equitable world. Contributors from diverse backgrounds offer innovative perspectives on how education can be transformed to address the pressing social, economic, political, and ecological crisis and challenges of our time.

This Toolkit was designed for school leaders to support and protect teachers and education support staff in the return to school following COVID-19 related closures. While aimed primarily at school leaders, the Toolkit is also potentially useful for teachers and education support staff to better understand their roles and responsibilities in back-to-school efforts.

The report share research findings and recommendations drawn from qualitative data gathered in humanitarian con- texts in three countries and continents—Colombia, the Democratic Republic of the Congo (DRC), and Lebanon—to understand how children have experienced the impact of COVID-19 school closures on their protection, well-being, and education inequalities. 

This report presents the results of the evaluation of DG ECHO's Actions in the field of Protection and Education of Children in Emergency and Crisis Situations (2008-2015).

This guidance document aligned to the INEE Minimum Standards for Education was developed by UNISDR and is intended for education administrators at all levels as well as school safety advocates.

The Gender Equality Study implemented in Gaza and West Bank to ensure that children with disability of both genders enjoy their right to education, it is of high interest to understand how gender and disability interplay to restrict or limit the right to inclusive and gender transformative education.