Event Renforcer des politiques pour les enseignants dans les contextes de crise : pratiques prometteuses et leçons apprises dans l’accueil des réfugiés Rejoignez le Groupe de collaboration TiCC de l’INEE lors du 13e Forum international de dialogue politique organisé par l’Équipe Spéciale Internationale sur les Enseignants pour l’Éducation 2030 et le Ministère de l’Éducation de la République du Rwanda pour une session sur : “Renforcer des politiques pour les enseignants dans les contextes de crise : pratiques prometteuses et leçons apprises dans l’accueil des réfugiés”.
News Thousands Flee Myanmar for India Amid Fears of a Growing Refugee Crisis For decades, armed conflict, political repression and targeted campaigns against minorities have forced hundreds of thousands of people to leave the country. Now many more are expected to follow.
News Give refugee children an education and watch them shine The Refugee Olympic team has brought the refugee crisis back into the spotlight and rightly so. According to Amnesty International, there are currently 26 million refugees globally – 7.1 million of who are school-aged children.
Resource Teacher Professional Development & Play-based Learning in East Africa: Strengthening Research, Policy, and Practice in Ethiopia, Tanzania, and Uganda Drawing on an extensive literature review and numerous key informant interviews with practitioners and policymakers, the report examines the tenets of good teacher professional development (TPD) in humanitarian and development contexts, discusses the challenges to implementing good TPD, and highlights the key actors who influence teachers’ work.
Resource Field Note: Home Visiting in the Middle East: Reflections on the Implementation of Reach Up and Learn In this Field Note, authors Katelin Swing Wilton, Aimée Vachon, Katie Maeve Murphy, Ayat Al Aqra, Abdullah Ensour, Iman Ibrahim, Anas Tahhan, Kayla Hoyer, and Christine Powell outline the International Rescue Committee’s experience adapting a home-visiting ECD intervention for refugees and internally displaced persons in Jordan, Lebanon, and Syria.
Resource Field Note: Accessible Strategies to Support Children’s Mental Health and Wellbeing in Emergencies: Experience from the Rohingya Refugee Camp In this Field Note, author Samier Mansur discusses No Limit Generation’s innovative video training platform for aid workers, ECD professionals, educators, and caregivers, and suggests that the scale and accessibility technology-supported capacity-building is a sustainable way to support ECD in humanitarian settings.
Resource Book Review: Early Childhood Development in Humanitarian Crises: South Sudanese Refugees in Uganda by Sweta Shah In this review of Early Childhood Development in Humanitarian Crises: South Sudanese Refugees in Uganda by Sweta Shah, Kate Schwartz highlights how Shah draws from a rich variety of disciplines, contexts, and frames to provide a comprehensive picture of ECD in humanitarian settings: its potential, its limitations, and its critical role for children living in crisis and conflict.
Resource Prioritising learning for Rohingya children UNICEF Bangladesh has boosted construction of learning centres to reach the rising influx of Rohingya children, while focusing on improving the quality of learning. Prior to the outbreak of COVID-19, UNICEF alone provided education opportunities for 70 per cent of Rohingya children aged 4-14 years, or 230,000 children (110,400 girls).
