Blog

We are thrilled to announce that the Landscape Review on Teacher Well-being in Low Resource, Crisis, and Conflict-affected Settings is now available in Arabic, English, French, Portuguese, and Spanish! 

Please help us collect existing teaching and learning resources and measurement tools that focus on teacher wellbeing in emergency contexts. 

INEE's new policy paper, Investing in Learning: the Case for Strengthening the Collection and Use of Learning Assessment Data in EiE Contexts, is targeted at EiE sector donors, national governments, and humanitarian and development agencies, and provides guidance on how to increase and improve the measurement of holistic learning outcomes for crisis-affected learners

The interests and concerns of local populations often come alive in informal and improvisational communication. The feedback and complaints mechanisms, data collection instruments, and information flows for complex emergencies do not account for this.

We invite you to visit, subscribe, follow, like, and share EiE content on a variety of platforms in any and all of the languages you prefer!

Around the world, people of color are often depicted as ‘victims of crisis.’ They are therefore recognized as people who must be rescued more often than people who are part of the crisis response. 

This blog shares reflections from interviews with Abeer and Hadeel, two teachers in Jordan, who were members of the initial cohort in Mosaik’s Dogme Training programme which aims to expand access to English language learning opportunities. 

The Geneva Global Hub for Education in Emergencies is an ambitious commitment towards the realisation of the right to education for crisis-affected and displaced children and youth and comes at a time of unprecedented humanitarian needs.

This report synthesises the outcomes of five INEE refugee round table events, held in July 2020, highlighting challenges and recommendations, and giving voice to young refugees.

As we mark one year on from the Global Refugee Forum, we must not lose sight of the global commitment made in the Global Compact on Refugees to get all children in school and learning within a few months of their displacement, including the responsibility the international community shares to enact this promise with refugee hosting countries.