This brief recommends crisis-sensitive educational planning with a strong equity focus to ensure education continuity, predicated on comprehensive health measures. It suggests actions for the G20 countries and donors to rebuild and support resilient education systems, moving from first response to recovery.

This study assesses the extent to which Education Sector budgets are adequate, gender-responsive and inclusive and to analyse education budget trends between 2019 and 2021.

The experiences in this book are told from the perspective of the teacher as the primary social actor. However, teachers as a group do not become social actors spontaneously or in isolation. “Working through Teachers” implies the involvement of change agents, within and outside of the teaching profession, who move teachers to action.

Entitled Lead for learning, this report argues that, in pursuing specific goals, education leaders are more than just managers. They are change agents, who need the time, trust and support to focus on setting a vision and developing the people they serve and work with. The report calls for investment in and empowerment of school and system leaders. There should be fair hiring processes and growth opportunities that recognize the full scope of leaders’ roles. Moreover, leadership works best when it is shared, empowering others to lead as they can within their roles.

This publication explores policies and strategies for child friendly spaces/environments. It includes case studies from Albania, Turkey, Northern Caucasus, Colombia, Liberia, and Gujarat.

The Georgetown Institute for Women, Peace and Security examines and highlights the roles and experiences of women in peace and security worldwide through cutting edge research, timely global convenings, and strategic partnerships.

Providing educational services for children is a vital intervention during emergencies, chronic crises, and early phases of reconstruction.

This document presents our current understanding of Anticipatory Action in Education and will be used as a starting point for discussion, planning and preparedness with country clusters and key partners through the GEC’s Task Team for Preparedness and Anticipatory Action.

This handbook was developed to guide action on ensuring full compliance with the right to education. The handbook will also be an important reference for those working towards the achievement of SDG4, by offering guidance on how to leverage legal commitment to the right to education as a strategic way to achieve this goal. 

This report focuses on the experiences of three key donors: the United States (US), the United Kingdom (UK) and Germany. It also provides case studies showing the operationalisation of the agenda in three fragile states, namely, Afghanistan, Cambodia and Nepal. Because the FS agenda is relatively new, the policies, tools, and institutions to implement it are still being developed.