Thematic Areas

Within its larger mission to ensure that all individuals have the right to a quality, safe, relevant, and equitable education, INEE conducts specific work in a number of thematic areas.

Accelerated Education

The Accelerated Education Working Group (AEWG), which became part of INEE in 2022, is an inter-agency working group made up of a number of education partners supporting and/or funding Accelerated Education (AE) Programs. The AEWG aims to improve the quality of AE through developing guidance and tools to support a more harmonized, standardized approach to AE provision. 

 

Child Protection

INEE is working together with the Alliance for Child Protection in Humanitarian Action to encourage and support collaboration between the two sectors. The objectives of the partnership are 1) Closer collaboration between CPHA & EiE Actors at all levels of the Humanitarian Programme Cycle and at every stage in a response; and 2) Improved wellbeing of children and youth affected by emergencies, crises and forced displacement. The work is supported with guidance from a multi-agency, cross-sector Reference Group.

 

Distance Education

As part of its wider COVID-19 response, INEE has established and operationalized an inter-agency Working Group on Distance Education. In line with INEE’s vision, mission, and guiding principles, this reference group focuses on elevating the distance education needs of young people in humanitarian settings. DEWG intentionally embraces a far-reaching definition of distance education to encompass all relevant and viable high-, low-, and no-tech solutions to support out-of-school learning during challenging times.

The working group, composed of a diverse variety of education stakeholders, serves as a platform for strategic exchange and dialogue on distance education in emergencies within the INEE community and other education stakeholders. We encourage members to visit the following links and review INEE and specifically DEWG outputs to date. 

 

Early Childhood Development

INEE has a network space dedicated to early childhood development: the Early Childhood Development (ECD) Working Group, which aims to support the improvement of outcomes for young children in humanitarian and fragile settings by strengthening ECD programs, practices and policies for children and families affected by crisis.  This space serves as a community of practice for front-line providers, field managers, technical staff and other relevant stakeholders working in the field of ECD in emergencies and fragile settings. 

For resources on Early Childhood Development, visit the INEE Resource Collection on Early Childhood Development.

 

Gender

The impact and experience of emergency situations is profoundly different for women and girls, men and boys, and gender diverse people. They face different threats and risks, and have different responses and coping mechanisms for dealing with the effects of crises. Understanding these dynamics and reflecting them in education policy and programming is critical to ensuring access to safe and quality education for all. INEE has two network spaces dedicated to gender and girls’ education in emergencies: the Gender Working Group and the Reference Group on Girls’ Education in Emergencies. These groups work collaboratively to raise awareness and visibility, promote understanding, and advance action on gender-responsive EiE. 

This thematic page includes a list of key INEE resources on advocacy, evidence, and capacity building on gender-responsive EiE. For a wider collection of expert vetted resources on Gender and EiE, visit the Gender Resource Collection

 

Inclusive Education

Inclusive education is based on the right of all children to a quality education. It provides the opportunity to meet the learning needs of everyone without discrimination. The need for inclusive education is all the greater in crisis contexts where vulnerabilities and the risk of discrimination increases. Crises increase the risk of vulnerable children and young people being excluded from protective learning opportunities that meet both immediate and longer-term needs of children living in crisis-affected contexts.

INEE has a network space dedicated to Inclusive Education: the INEE Inclusive Education Working Group (IEWG) which is a member-led community of practice for actors engaged in Inclusive Education and EiE. INEE IEWG aims to promote the key principles, behaviors, and actions necessary for ensuring that all excluded and marginalized people (whether on the grounds of disability, ethnicity, gender, language, poverty, etc.) are included in education in emergencies.

For resources on Inclusive Education and EiE, visit the INEE Resource Collection on Inclusive Education.

 

PSS-SEL

In emergency situations, parents, children and teachers may be exposed to violence, loss and displacement. Unaddressed, the psychological and emotional distress caused by this experience can impede the process of recovery and resumption of healthy development and learning. It is therefore essential that EiE programmes incorporate activities to actively tackle the potential psychological and emotional distress experienced by teachers and students. This can be done through integrating interventions which aim to provide psychosocial support (PSS) and develop social and emotional learning (SEL).

PSS and SEL have been priorities for INEE since 2014. INEE’s PSS-SEL Working Group is a member-led group which works collaboratively towards addressing members’ emergent needs and gaps within the field of PSS-SEL. 

INEE has two resource collections dedicated to wellbeing: the PSS-SEL Resource Collection and the Teacher Wellbeing Resource Collection.

For more information or questions on INEE’s Thematic Areas, contact INEE Thematic Area Team Lead, Rachel McKinney, at rachel.mckinney@inee.org