Blog

The COVID-19 pandemic compounds the problem of refugee education, but with the right commitments and approaches, the global community can ensure progress continues.

Negative development outcomes are not inevitable in forced displacement. There is a wealth of knowledge and experience to show that investing in early learning and caregiver support in humanitarian contexts can help rebuild children and families’ resilience, resulting in both short and long-term gains. As we respond to this pandemic, we must not forget young refugees and their families.

Musings on COVID-19 from a 2019 Harvard Graduate School of Education Middle East Professional Learning Initiative Fellow and 2016 winner of the best teacher of Palestine

Practical ways to support early childhood education (ECE) to set children and communities up for long-term success in learning and beyond

The Uganda Education Consortium is actively advocating and implementing a mix of context-specific approaches and genuine low-resource remote learning to ensure education gains aren’t lost during COVID-19 school closures. 

We are pleased to let you know that we have four - YES, 4!! - free, English-language web events happening during the week of June 8th!

For children and youth living in countries affected by humanitarian crises that pre-date the COVID-19 pandemic, the challenges and risks are disproportionately greater.

School closures could disproportionately affect girls in conflict-affected settings, where the COVID-19 pandemic represents a ‘crisis within a crisis’.

Based on research and technical expertise gathered over decades of working with governments, IIEP experts have put together some recommendations that will hopefully be of help and inspiration in the time of COVID-19.

In crisis contexts now impacted by COVID-19, we need trained caregivers and books, not new technology.