Skip to main content
INEE Logo
inee-logomark-only
  • English
  • Français
  • Español
  • Português
  • العربية

Join/Log In

  • Join / Log In

Main navigation

  • Us
    • About INEE
      • Education in Emergencies
      • EiE Timeline
      • INEE's 20th Anniversary
    • Who We Are
      • Secretariat
      • Steering Group
    • How We Work
      • Working Groups
      • Capacity Building
      • Collaboratives
      • Reference Groups
      • Evidence
      • Task Teams
      • Language Communities
    • Partners
    • Donors
    • FAQs
  • Standards
    • Foundational Standards
    • Access and Learning Environment
    • Teaching and Learning
    • Teachers and Other Education Personnel
    • Education Policy
  • Resources
    • Resources
    • Collections
    • EiE Glossary
    • EiE Toolkit
    • Measurement Library
  • COVID-19
    • Resources
    • Technical Note
    • Advocacy
    • Webinars
    • Blogs

Footer

  • Events
  • News
  • Jobs
  • Home
  • Blog
  • Contact
  • Donate

Privacy Policy & Terms of Use

Facebook Twitter LinkedIn YouTube

Copyright © INEE 2021

123 results found
This is the language the page is translated to.
This is the language the resource file or link is available in.
Resource

الاستثمار في التعلم: قضية تعزيز جمع بيانات تقييم التعلم واستخدامها في سياقات التعليم في حالات الطوارئ

تخص وثيقة السياسة هذه المانحين في قطاع التعليم في حالات الطوارئ، في كلٍ من السياقات الإنسانية والأزمات طويلة الأمد، والحكومات الوطنية والوكالات الإنسانية والإنمائية. وهي تقدم إرشادات بشأن كيفية زيادة قياس مخرجات التعلم الشمولي للمتعلمين المتأثرين بالأزمات وتحسينه
Resource

Investing in Learning: the Case for Strengthening the Collection and Use of Learning Assessment Data in EiE Contexts

This policy paper provides guidance on how to increase and improve the measurement of holistic learning outcomes for crisis-affected learners. It was developed by the Quality and Equitable Learning Outcomes (QELO) workstream of the Education Policy Working Group (EPWG) and is a resource for donors, national governments, and humanitarian and development agencies.
Resource

Investir dans les apprentissages: Arguments en faveur d’un renforcement de la collecte et de l’utilisation des données d’evaluation des apprentissages dans les contextes d’ESU

Ce document politique s’adresse aux donateurs du secteur ESU, dans les cas de crise humanitaire et de crise prolongée, aux gouvernements nationaux et aux organismes humanitaires et de développement. Il fournit des directives sur la façon d’approfondir et d’améliorer l’évaluation des résultats d’apprentissage globaux pour les apprenants touchés par une crise.
Resource

Invertir en aprendizaje: Fortalecer la recopilación y el uso de datos de evaluación del aprendizaje en contextos de EeE

This policy paper provides guidance on how to increase and improve the measurement of holistic learning outcomes for crisis-affected learners. It was developed by the Quality and Equitable Learning Outcomes (QELO) workstream of the Education Policy Working Group (EPWG) and is a resource for donors, national governments, and humanitarian and development agencies.
Resource

Investir na aprendizagem: A necessidade de reforçar a recolha e a utilização de dados de avaliação da aprendizagem em contextos de EeE

Este documento estratégico destina-se às entidades doadoras do setor da EeE, tanto em contextos de crise humanitária como de crise prolongada, aos governos nacionais e às agências humanitárias e de desenvolvimento. Fornece orientação sobre a forma de aumentar e melhorar a medição dos resultados de aprendizagem holística das alunas e alunos afetados por situações de crise.
Blog

Adapting Right To Play education programs to address gender inequalities during COVID-19

Right To Play is working to ensure that girls' rights to education and protection are not permanently reversed during the COVID-19 pandemic through their Gender Responsive Education and Transformation (GREAT) project in Mozambique, Rwanda and Ghana.
Resource

Child-Friendly School Questionnaire for Syrian Children in Lebanon (CFSQ-SL)

The Child-Friendly School Questionnaire for Syrian Children in Lebanon (CFSQ-SL) is a self-report survey that was used to capture primary-school aged Syrian refugee students’ perceptions of the climate of Lebanese public schools. CFSQ-SL was adapted and shortened from the original CFSQ developed by UNICEF.
Resource

Self-Regulation Assessment-Assessor Report (SRA-AR)

The Self-Regulation Assessment-Assessor Report (SRA-AR) is a measurement tool used to capture assessors’ perceptions of children’s skills at regulating their behavior during an assessment.
Event

The Healing Power of Learning Through Play: Adapting and Scaling Play-Based Early Childhood Development

BRAC and the Care and Protection for Children (CPC) Learning Network at Columbia University invite you to join us for a webinar on BRAC’s Play Lab model, our flagship playful early learning program.
Resource

PlayMatters at Home- Emergency Materials

As PlayMatters’ interventions were still in nascent stages of development when the COVID-19 pandemic forced school closures around the world, including in East Africa, the consortium quickly pivoted to develop a family-friendly home learning program to help caregivers engage their children in educational play.

Pagination

  • Current page 1
  • Page 2
  • Page 3
  • Page 4
  • Page 5
  • Page 6
  • Page 7
  • Page 8
  • Page 9
  • …
  • Next page Next ›
  • Last page Last »

Have Questions?

  • See our FAQs Page
  • Contact Us

Footer menu

  • Events
  • News
  • Jobs
  • Home
  • Blog
  • Contact
  • Donate

Privacy Policy & Terms of Use

Facebook Twitter LinkedIn YouTube

Copyright © INEE 2021