Blog

The INEE Gender Training Manual is now available in Arabic, English, French, and Spanish!

The manual is intended to orient education practitioners to the INEE Guidance Note on Gender: Gender Equality in and through Education (2019). This training manual outlines 4-8 hours of training activities and materials related to gender-responsive education in emergencies. The training encourages participants to apply suggested good practices for gender-responsive education in emergencies and to use the INEE Guidance Note on Gender as a planning and implementation tool.

These training materials include guidance for facilitators (including key concepts, activity instructions, and discussion guides), presentation slides, and activity handouts for participants.

Download the training pack for more information. 

Visit the INEE website regularly for resources, opportunities, and information – in Arabic, English, French, Portuguese, and Spanish – about gender and girls’ education in emergencies.

The Education Commission has launched the new Greater Share Fund and is investing in child-centric models that leverage a broader workforce – directly drawing on exisiting learning teams approach.

The fund is an exciting new philanthropic investment model that harnesses the expertise of the world’s top-performing private equity funds and highest impact NGOs to transform education for children in underserved communities across the world. It will disburse $300 million in funding to a number of NGOs with a track record of using evidence-based, child-centric models to transform children’s learning and offer great examples of learning teams in action.

Read more about the Greater Share Fund on their blog.

Researchers from Chance for Childhood, Keep your shoes dirty, Manchester Metropolitan University and StreetInvest are collaborating on a research project to explore the different ways that organisations working with street-connected children and youth support their access to education and training.

They are inviting staff from organisations working with street-connected children and youth to tell them about how they enable these children’s access to education and training.

If you are interested in contributing please complete a questionnaire that contains a series of open and closed questions about how your organisation enables street-connected children’s access to education and training.

If you are interested in taking part in an online focus group in May/June to share and discuss experiences of how organisations enable access to education for street-connected children, please fill in the online form.

If you want to know more about the project, please send an email to:  streetconnectededucation@gmail.com.

INEE have recently launched their Teacher Wellbeing Tools & Resources Mapping and an accompanying gap analysis report in Arabic, French, and Spanish.

These two publications are part of a larger project, funded by Education Cannot Wait, to develop a Teacher Wellbeing Toolkit in order to support EiE practitioners to meet the needs of teachers in their local context. Building on the previous work of the INEE Teachers in Crisis Context Collaborative and the Psychosocial Support and Social and Emotional Learning Collaborative, the mapping and gap analysis report highlight extant tools and resources that support teacher wellbeing, while providing a set of recommendations for future tool and resource development.

These resources are now available in Arabic, English, French, and Spanish. Portuguese will be coming soon.

The GLAD Inclusive Education Working Group (IEWG) has unveiled the 2022 GLAD Infographic on Inclusive Education.

For more information on the GLAD IEWG, visit the working group page where you can download the infographic in English, Spanish, French, Arabic and Russian.