Blog Towards Evidence-Based Financing for Education in Emergencies This page introduces a blog series by INEE and NORRAG to promote discussion of and explore the linkages between financing and evidence for education in emergencies (EiE).
Resource EdTech in Emergencies: What the evidence shows us The INEE Tech Task Team hosted a webinar to highlight the findings of the recent Save the Children UK report entitled “EdTech for Learning in Emergencies and Displaced Settings: A Rigorous Review and Narrative Synthesis”.
Resource Antura and the Letters: Impact and technical evaluation In this design, we compared growth in literacy outcomes for two groups of children, each using one of the games, to a group of children in matched environments who did not have access to the games. All children in the study had little or no schooling and lived in the Azraq refugee camp in Jordan.
Resource Assessing the impact of literacy learning games for Syrian refugee children: An executive overview of Antura and the Letters and Feed the Monster impact evaluations This report provides an executive overview of the impact evaluations of two winning literacy apps, Antura and the Letters and Feed the Monster, in the EduApp4Syria competition.
Blog Edtech in Emergencies: What the Evidence Shows Us The UN now estimates that the average time people are displaced is close to 17 years, with many children missing their entire education. With a growing desire to address this learning crisis, researchers at Save the Children UK have reviewed over 130 academic papers in an attempt to evaluate ‘what works’ with EdTech in displacement or ‘emergency’ settings.
Resource General Children's Participation Criteria: Sectoral guidelines and instruments for ensuring children's meaningful participation The aim of this publication is to encourage and facilitate children and youth’s participation in consultation and decision-making processes at all levels.
Resource Beyond access: exploring equity in early childhood learning and development This report analyses 38 IDELA data sets and examines the relationships between gender, socio-economic status, negative discipline and early childhood learning outcomes. It offers key insight into the state of global early childhood development and the challenges faced by children, parents, communities, schools and governments
Resource A Toolkit for Measuring Early Childhood Development in Low- and Middle-Income Countries The Toolkit provides a practical, “how-to” guide for selection and adaptation of child development measurements for use in low- and middle-income countries.
Resource Education in Emergencies Evidence Briefs - Guidance Note This guidance note aims to begin bridging the gap between evidence and programming by pulling together in one place the most robust evidence available to date, and combining this with DFID adviser experience of programming in three different emergency contexts.
Resource Neuroscience and Learning through Play In this white paper, our discussion of the neuroscience and biological literature on learning focuses on five characteristics used to define playful learning experiences, joyful, meaningful, actively engaging, iterative and socially interactive. From a neurobiological perspective, these characteristics can contribute to children’s ability to attend to, interpret, and learn from experiences.
