Thematic Areas

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

Accelerated Education

INEE has a network space, the Accelerated Education Working Group (AEWG) that works to support stakeholders to design, implement, fund, and evaluate flexible program models and meet the varied needs of out-of-school children and youth globally. While the AEWG’s main focus is on Accelerated Education Programs, the AEWG also provides support, and tools and guidance on a range of flexible education opportunities for out-of-school children and youth. The group also works with national education systems to institutionalize AEP and strengthen systemic resilience to crises. 

For resources on Accelerated Education, visit the Accelerated Education resource collection.



Child Protection

INEE has committed to collaborate with the Alliance for Child Protection in Humanitarian Action (the Alliance) under our Joint Initiative. The collaboration was initially articulated during a Round Table event in 2018 and reflects a commitment by both networks to work actively together to promote integration and collaboration across the two humanitarian sectors. The three key areas of work are supporting Capacity Sharing, Evidence and Learning, and elevating the voices of those impacted through Joint Advocacy. The shared commitment was shared as a joint pledge (blog) at the 2023 Global Refugee Forum. The pledge outlines the two networks’ priorities over the coming four years to ensure that children and young people are central to humanitarian response and that their rights to quality and protective education are upheld. These commitments extend beyond refugee and displacement settings to all humanitarian contexts across preparedness, response, and recovery that aims for humanitarian-development-peacebuilding coherence in a ‘nexus’ approach. This work was supported by the CPHA-EiE Advisory Group.

Resources on Child Protection, including those developed by INEE, are available in the Child Protection resource collection



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 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 ECD, visit the Early Childhood Development resource collection.




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 a network space dedicated to gender-responsive education in emergencies: the Gender Working Group. This group works 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 and the LGBTQIA+ 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 increase. Crises increase the risk of vulnerable children and young people, including those with disabilities, being excluded from protective learning opportunities that meet both immediate and longer-term needs of all 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, disability-inclusive education, and EiE, visit the Inclusive Education resource collection.




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 programs incorporate activities to actively tackle the potential psychological and emotional distress experienced by teachers and students. This can be done through integrating interventions that aim to provide psychosocial support (PSS) and develop social and emotional learning (SEL).

INEE’s PSS-SEL Working Group is a member-led group that works collaboratively toward 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.



Past INEE Thematic Areas

Distance Education

INEE defines distance education as an umbrella term to encompass a variety of education approaches for supporting out of school learning programs during challenging times.  

As part of its wider COVID-19 response, INEE established and operationalized an inter-agency Working Group on Distance Education (DEWG), which was active from January 2022 to February 2024. In line with INEE’s vision, mission, and guiding principles, this working group focused on elevating the distance education needs of young people in humanitarian settings.  The DEWG was composed of a diverse variety of education stakeholders. It served as a platform for strategic exchange and dialogue on distance education in emergencies within the INEE community and other education stakeholders.

DE resources, including those developed by the DEWG, are available in the Distance Education resource collection

For more information or questions on INEE’s Thematic Areas, contact