This paper presents a proposed Research Agenda for education in conflict and crisis in South Sudan. Through a comprehensive ‘country scan’ process guided by the ERICC programme – involving an evidence review, mapping exercises, key informant interviews and key stakeholder meetings – evidence gaps in education within the conflict-affected and protracted crisis context of South Sudan have been identified.

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.

This rigorous review synthesises evidence on education in the conflict-affected contexts of Myanmar. Applying the ERICC conceptual framework (Kim et al., 2022), we analyse the status of education and overall outcomes in terms of access, quality, continuity and coherence of education, particularly in regions that are controlled by ethnic armed organisations (EAOs), in refugee camps and in migrant settings on the Thai-Myanmar border.

This technical brief highlights key findings from a detailed report of a rigorous review of the existing body of research in education in the conflict-affected context of Myanmar: Diversity and Fragmentation of Myanmar Education: Schooling Shaped by Protracted Conflict and Crisis (Rinehart et al, 2024) This review draws upon relevant studies conducted since 2000 as well as complementary findings from journalistic writing and key informant interviews conducted in 2024. It organises, describes and analyses the current evidence base for education in Myanmar and identifies evidence gaps for future research.

This policy brief summarises the findings, implications and recommendations of research conducted in Madagali Local Government Area in northern Adamawa State. A comprehensive evidence review was conducted to identify evidence gaps, complemented by extensive consultations with federal and local stakeholders in Nigeria to understand the educational context in Adamawa and draw out recommendations. Further research will inform the design of interventions to improve the provision of basic education in the State.

This webinar introduced participants to Indikit and the newly updated education indicators. It showed how to navigate the platform and took participants through examples of how to collect quality data. It provided space for participants to ask questions on how it all works, and how one can develop their own organizational indicator guidance if interested in having a tailored platform of indicators.

The World Education Statistics document is composed of an introduction that describes broadly the SDG4 monitoring framework, 11 thematic chapters, annexes, and a glossary. Each chapter focuses on one SDG 4 target and its more relevant indicator(s)

يقدم التقرير تحليلاً متعمقًا للفجوات التمويلية الشديدة التي لا تزال تؤثر على حماية الأطفال في البيئات الإنسانية. ومع تصاعد الأزمات في جميع أنحاء العالم، يسلط التقرير الضوء على الحاجة الملحة إلى زيادة التمويل العادل لحماية الأطفال الأكثر ضعفًا.

The report provides an in-depth analysis of the severe funding gaps that continue to impact child protection in humanitarian settings. As crises escalate worldwide, the report highlights the urgent need for increased and equitable funding to protect the most vulnerable children.