This report contains findings of a study commissioned by Forum for African Women Educationalists Uganda Chapter to estimate the prevalence of early marriages and adolescent pregnancies among school going girls during the COVID-19 pandemic in Uganda and investigate the drivers of engagement in sexual activity among school going girls and young women during the COVID-19 pandemic.

This document states IDDC’s stance on disability-inclusive safeguarding, acting as a point of reference for our members. It is also a position paper and advocacy tool for demanding disability-inclusive safeguarding.

The “Back to School Index” is a project to use public data to build an interactive platform that provides support and guidance for the management of the opening and closing of 140,000 public and private schools in the Mexico.

To safeguard progress made on girls’ education, ensure girls’ learning continuity during school closures, and promote girls’ safe return to schools once these reopen, UNESCO and members of the Global Education Coalition’s Gender Flagship scale up efforts in the #LearningNeverStops campaign, focusing on ‘keeping girls in the picture’. 

This guidance note aims to support programme implementers, coordinators, and other humanitarian actors in addressing suicide and self-harm in humanitarian settings. It brings together a wide range of approaches, tools, reference materials, and case examples. It is a practical and concise resource that is applicable across all types of emergencies, organizations, and sectors.

The following report discusses the use of Information Communications Technologies (ICTs) to improve access to, quality of, and delivery of secondary education within sub-Saharan Africa. It discusses the policy environment for ICTs in sub-Saharan Africa, their successes, challenges, and lessons learned, and it concludes with a broad and detailed set of recommendations for policy makers, donors, the private sector, designers, and implementers of ICTs in education programs.

This study examines the impact of integrating refugee children into host states’ education systems and localizing humanitarian responses on the authority and responsibilities distributed among global and local actors.

The 2024 Gender Report tells the increasingly positive story of girls’ education access, attainment and achievement, which is helping reverse decades of discrimination. But there is much more to say on gender equality in and through education. A companion to the 2023 GEM Report, this report looks at the interaction between education and technology with a gender lens.

The outcome report presented here captures the key findings that emerged during the consultation. Summaries for all plenary, learning and working sessions are presented along with specific recommendations for moving the work and the field forward. 

This study will review the development and evolution of the education and fragility agenda, situating it within the evolution of the fragile states agenda.