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13 September 2018
On 27 September 2018, INEE hosted a webinar to launch the Peer Coaching Pack for Teachers in Crisis Contexts. Two detailed examples were presented of how this type of continuous professional support helps teachers make positive changes in their teaching practices.
The most promising teacher professional development programs provide teachers
25 July 2018
by Bente Sandal-Aasen, Natalie Brackett, and Teresa Wolverton, with contributions from Kinana Qaddour (BRAC) and Kitty Williams (Plan International)
Crises introduce a new set of complexities to the already challenging work of providing quality education for all. The humanitarian response around the Rohingya refugee crisis in Bangladesh is no exception. Fortunately, a range of
15 April 2018
An abridged version of the presentation given by Peter Transburg of the Inter-agency Network for Education in Emergencies (INEE) at the Regional Seminar “Strengthening the Teaching Profession: Policies, Partnerships and Cooperation to Support the Education Agenda in the Americas” that took place in Panama City on April 3-5, 2018. The event was organized
26 February 2018
by Luke Stannard and Michaelle Tauson
Save the Children works to ensure children displaced by conflict or caught up in humanitarian crises secure access to quality learning opportunities. Increasingly Educational Technology (EdTech) has been proposed as a potential solution to solve the ‘learning crisis’ in humanitarian contexts.
Quality education is one
29 November 2016
By Mary Burns, Education Development Center James Lawrie, Save the Children INEE Secretariat
Quality teaching and student learning are tightly interconnected. Together they form two sides of a triangle. The third side of this triangle is often overlooked, but is also integral to teaching quality and student learning—quality instruction and preparation for teachers.
12 May 2014
The Journal on Education in Emergencies seeks to publish groundbreaking and outstanding scholarly and practitioner work on education in emergencies (EiE). The Journal invites submissions of papers for its two sections: EiE Research and EiE Field Notes.EiE Research articles use a clearly articulated research design and methods, an explicit theoretical or conceptual framework, and contribute to the
30 April 2014An interview with Caroline Keenan – UNICEF New York
Caroline Keenan, from UNICEF, reflects on her work within Education in Emergencies to consider how the INEE Minimum Standards have become a common thread in the work she does in training and implementation on the ground. Caroline speaks to Katie Zanoni, INEE Minimum Standards Team Member, to further consider
19 March 2014An interview with Simon Purnell, ZOA, Thailand
In Part I of this interview, Mr. Purnell of ZOA speaks with Katie Zanoni, INEE Minimum Standards Team member, to reflect on how ZOA has been able to utilize the INEE Minimum Standards to structure and provide education on the Thailand-Burma border which is home to one of the longest protracted refugee
15 January 2014
At the request of the EiE community, the INEE Working Group on Minimum Standards is developing an Education in Emergencies (EiE) Terminology Bank through a collaborative, consensus-driven process. The EiE Terminology Bank will consist of the key terms and their definitions as agreed upon in the development process. Once the EiE Terminology Bank is finalized, INEE will make it
24 October 2013
Sarah Dryden-Peterson is co-chair of the INEE Working Group on Education and Fragility and Assistant Professor at the Harvard Graduate School of Education. Her work focuses on issues such as the role of social institutions in immigrant/refugee integration, the connections between education and family livelihoods, and transnational institution-building. Her work is situated in conflict and post-conflict settings in