Education and extremism

This research identified three key components which can help build resilience to extremism amongst young people and identified support factors that underpin them. These are 1) Making a connection through effective design and a youth-centred approach; 2) Facilitating a safe space for dialogue and positive interaction; and 3) Equipping young people with appropriate capabilities –… Read more

Curriculum, accreditation and certification for Syrian children in Syria, Turkey, Lebanon, Jordan, Iraq and Egypt: regional study

The rationale for this study derives from the challenging political and humanitarian crisis that has built up over the past four years in Syria and has resulted in the displacement of 7.6 million Syrians inside their country and the movement of millions more into neighbouring countries, mainly Turkey, Lebanon, Jordan, Iraq and Egypt. There are four… Read more

Progress evaluation of the UNICEF education in emergencies and post-crisis transition programme (EEPCT): Sri Lanka case study – evaluation report

The purpose of this evaluation was to identify and assess progress of UNICEF’s Education in Emergencies and Post-Crisis Transition (EEPCT) Programme in Sri Lanka and to enable systematic reflection towards improving programme results. Because of the war, which grew progressively worse over almost 30 years, and the devastation caused by the 2004 tsunami, the country… Read more

Literature review: youth agency, peacebuilding and education

This literature review provides insights into youth agency and the dynamics of conflict and peace in conflict‐affected contexts. In particular it focuses on how educational interventions may contribute to enhancing the agency of youth as peacebuilders. In its key findings, the review highlights the need for: comprehensive understandings of youth agency for peacebuilding which will… Read more

Certification counts: recognizing the learning attainments of displaced and refugee students

The certification of the learning attainments of refugee and internally displaced pupils is critical because of its benefits to individuals, families, communities and societies in or recovering from crisis. However, there is very little formal research or documentation that is available on the topic. This report presents a comprehensive conceptual, policy and programming framework, complemented… Read more

Guidance notes on teaching and learning

The good practices contained within these Guidance Notes are designed to help governments, non-governmental organisations and other education stakeholders plan and implement high quality education programmes. Too often in the wake of mass violence, inter-group conflicts, or natural disasters, education, and in particular quality, relevant education, is neglected and not integrated into a holistic humanitarian… Read more

Building effective teacher salary systems in fragile and conflict-affected states

An effective and efficient teacher salary system is one of the most important elements of a high quality education system in any country. This report provides practitioners with a clear framework for assessing teacher salary systems in fragile and conflict-affected states (FCAS). The framework has been developed by the authors based on general public financial management… Read more

Handbook of early childhood development research and its impact on global policy

Globally, young children bear the greatest burden of poverty, disease, neglect, and lack of educational opportunities. This volume’s goal is to promote evidence-based policies for advancing the positive development of young children everywhere, with a specific focus on developing countries. It brings scientific knowledge about early child development (ECD) in both developed and developing countries… Read more

Bringing learning to light: the role of citizen-led assessments in shifting the education agenda

As governments and donors focused on increasing access to education in the wake of the Millennium Development Goals, the issue of learning received comparatively little concerted attention. Some organisations working in countries where access was rapidly increasing took notice of the fact that, while rising enrollment rates were being celebrated, there was little evidence of… Read more

The impact of national and international assessment programmes on education policy, particularly policies regarding resource allocation and teaching and learning practices in developing countries

There is a global rise in the number of countries undertaking national learning assessments, as well as international and regional learning assessments. Much of this growth, especially in national learning assessments, has occurred in economically developing countries. However, little is known, on how these assessments affect education policy and practice in developing countries. This review… Read more

Improving early grade learning outcomes in Uganda

DFID Uganda is re-engaging in the education sector after several years. This is the final report on a process of identifying and appraising options for supporting improvements in early grade learning outcomes, conducted by a team of consultants under the direction of the DFID Uganda Education Adviser. The strategic case for intervening to improve learning… Read more

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