Resource Quality Holistic Professional Learning in Lebanon Guide: Professional Development, Community of Practice, and Teacher Leadership Resources This guidance document details the processes and outcomes of the Quality Holistic Professional Learning in Lebanon Project, which involved over 1,100 teachers across Lebanon and established more than 30 Communities of Practice in all eight of the country’s governorates.
Resource Apprentissage professionnel holistique de qualité au Liban : Ressources sur le développement professionnel, les communautés de pratique et la gestion par le corps enseignant Ce document d’orientation détaille les processus et les objectifs du projet Quality Holistic Professional Learning in Lebanon. Le programme a impliqué plus de 1 100 enseignants et enseignantes à travers le Liban et a établi plus de 30 communautés de pratique dans les huit gouvernorats du pays.
Event Wellbeing in the Workplace for EiE Practitioners and the Role of Collective Action In honor of World Mental Health Day, the INEE PSS-SEL Working Group is excited to invite you to a special webinar focused on the wellbeing of EiE practitioners. This event is aligned with the World Health Organization’s 2024 Mental Health Day theme, “It’s time to prioritize mental health in the workplace.” UTC
Resource Temporary Contract Teachers in Jordan: Qualitative Findings This study’s overall research objective was to understand the effects of current hiring, training and evaluation policies and practices on TCTs’ motivation to work and their perceptions of teacher management policies, system practices and working conditions in Jordan. This brief focuses on the outcomes of the qualitative components.
Resource Temporary Contract Teachers in Jordan: Quantitative Findings This study’s overall research objective was to understand the effects of current hiring, training and evaluation policies and practices on TCTs’ motivation to work and their perceptions of teacher management policies, system practices and working conditions in Jordan. This technical brief focuses on the quantitative findings.
Resource Madrasa education in crisis: evaluating educational gaps and solutions for Rohingya and host communities in Cox’s Bazar The study investigated teaching and learning practices in madrasas, the knowledge and skills imparted through various branches of the madrasa curriculum, and student assessment processes. The primary objective is to explore potential collaborations between madrasas and humanitarian education providers to improve the quality of education.
Resource Empowering Futures: Overcoming Educational Barriers for Adolescents in Cox’s Bazar This policy brief highlights findings from the ERICC formative research study titled ‘Access and continuity of quality education for older adolescent boys and girls in the refugee camp and host community of Cox’s Bazar’.
Resource Implementing the Myanmar Curriculum in Rohingya Camps: Overcoming Challenges and Barriers This policy brief draws from the findings of a comprehensive Education Research in Conflict and Protracted Crisis (ERICC) research study titled “Formative research on system coherence for quality and effective delivery of the Myanmar Curriculum in Cox’s Bazar”
Resource State of Effectiveness Research on Support to Children’s Education in Conflicts and Protracted Crises This policy brief synthesises findings from a forthcoming review of effectiveness research on education interventions in conflict and protracted crisis settings.
