Blog

[Webinar] Understanding MHPSS and Situational Analysis in Gaza

Date: 5 March 2024.

Time: 13:00 – 14:30 UTC (GMT).

Location: online.

The webinar is hosted by INEE and is a follow-up to their webinar on the right of education in Gaza. The webinar aims to foster a safe space to hold a conversation around the unprecedented mental health and psychosocial support situation (MHPSS) in Gaza and catalyze efforts to address the mental health and psychosocial needs of the population affected by the war. The complex socio-political situation, compounded by recurrent conflicts and humanitarian crises, has significantly impacted the mental well-being of individuals, especially children and their caregivers. To effectively start to respond to these challenges, a conversation on a situational analysis of the MHPSS landscape is important to initiate by INEE as a global network. The webinar features local voices and representatives from UNRWA, UNICEF, the Education Cluster, Creative Associates International, among others.

Read more details and register.

[Webinar] Silence of universities and academic associations during times of genocide

Date: 5 March 2024.

Time: 17:00 – 18:30 CET.

Location: online.

The webinar asks: What is the responsibility of universities, professional associations, academics and students to speak out against genocidal atrocities occurring in Palestine and in other contexts? In this webinar, speakers will reflect on the silence and complicity of academia during times of genocide, and together, speakers and participants will discuss practical measures to mobilise against such atrocities. The webinar is hosted by the University of Cambridge.

Read more information and register.

[Webinar] INEE Community of Practice ‘show and tell’

Date: 26 February 2024

Time: 11 AM London

Location: Online.

The Inter-agency Network for Education in Emergencies has a Community of Practice (CoP), which has become its principal engagement platform for INEE members to share knowledge. The Show & Tell event is an opportunity to learn more about the CoP and make the most of what it offers. In about an hour, INEE will provide an overview of the INEE CoP, take participants on a guided walkthrough of the Slack-based platform, and lead them through a few practical exercises on the platform. Members and non-members of the CoP can join the event.

Read more about the event and register to attend. 

[Blog] Young Mothers getting back to school in Uganda

Global Partnership for Education has published a blog about a project to get young mothers back to school. The national laws in Uganda are clear: “All children have a right to education and thus all obstacles to school completion should be removed to keep girls in the schools longer”. However, almost a quarter of all girls between the ages of 14 to 18 do not finish school due to pregnancy. The Adolescent Mothers’ Education Initiative (AMEI) addresses the issue at community level.

[Blog] 2024 is the Year of Education

The recent African Union Summit of Heads of State and Government in Addis Ababa officially declared 2024 the ‘Year of Education’, calling on all governments to accelerate progress towards achieving quality education for all.  This has been welcomed by UNESCO.

Read UNESCO’s blog with and links to other articles and reports.

UNESCO together with Magic System, an Ivorian band, launched a new version of the song “Magic in the Air” to celebrate the Year of Education. Dance moves can be found on TikTok and Instagram. Find out more about the Dance for Education campaign.

[Case study] Catch-up classes in Central African Republic

This Global Partnership for Education (GPE) story is about the impact of catch-up classes in the Central African Republic. The poor quality of education here has led to high dropout rates – 47% for girls and 31% for boys at the primary school level. The government aims to stop that number growing, in part by identifying low-performing students. The GPE-funded remedial education programme keeps children in school by providing additional instruction to students at risk of dropping out to strengthen their reading and math skills.

[Report] Gaza Education Cluster Response Plan (January 2024)

The Occupied Palestinian Territory Education Cluster has published its Response Plan. The purpose of this response plan is to ensure that the children and youth in Gaza can resume their right to learn as soon as possible after the cessation of hostilities, that all education actors do everything possible during the current hostilities to plan for this, and then support the effective resumption of education in Gaza once hostilities stop.

[Webinar] ‘Young People in the Global South: Voice, Agency and Citizenship’ Book Launch

Date: 22 February 2024.

Time: 13:30 – 15:00 GMT

Location: Online.

The Gender and Adolescence: Global Evidence (GAGE) programme will host a webinar to share and discuss key findings from ‘Young People in the Global South: Voice, agency and citizenship’, a new textbook published by Routledge.

 

The event will feature contributions by the book’s editors, leading authors and young contributors. We invite participation, reflection and dialogue on the book’s key findings, as well as next steps for policy, research and advocacy on young people’s voice, agency and citizenship in the global South.

Central to the webinar will be five engaging and interactive parallel breakout sessions, co-facilitated by young people, to explore the book’s main themes. Session details are below and can be signed up to at registration.

Translation facility in Arabic, French and Spanish will be available.

Read more about the webinar.

Register for the webinar.

[Resource] Teacher wellbeing resource collection

INEE’s website has a substantial collection of resources on teacher wellbeing in emergency settings. The guidance note for teacher wellbeing (May 2022) has been contextualised for Columbia, Kenya, Myanmar and Palestine (January 2023). Other resources like assessment toolkits and training guides are also available for download in various languages including English, French and Arabic.