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Capacity Development and Training

Education Sensitive to Conflict: One Reason to be Hopeful

16 August 2017

by Gustavo Payan  

“Oh yes! The director and the teachers know,” responded Lilia to my question about whether school authorities knew that many of the students were involved in gangs and conducted illicit activities in school premises. “I think they just turn a blind eye because they don’t know what

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7 Recommendations to improve teacher professional development in fragile contexts

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.Read more


A Visit to Nduta Refugee Camp, on the boarder to Burundi in Tanzania

29 November 2016

How I tested a stand-alone teachers in crisis context (TiCC) training module for secondary teachers  

This blog post is part of an online discussion series about the implementation of the Teachers in Crisis Contexts Training Pack.   

by Bente Sandal-Aasen, Plan International Norway

As an Education in Emergencies Adviser for

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How Aflatoun’s experience might inform digitalization of the TiCCWG Teacher Training Pack

22 November 2016

This blog post is part of an online discussion series about the implementation of the Teachers in Crisis Contexts Training Pack.   

by Paul Moclair, Aflatoun

In 2017, if all goes according to plan, some brave soul will be tasked with digitizing the TiCCWG Teacher Training Pack (TPP). That person may wish to

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Teacher Training in Context: Luwani Refugee Settlement, Malawi

15 November 2016

This blog post is part of an online discussion series about the implementation of the Teachers in Crisis Contexts Training Pack.   

by Greg St. Arnold, Jesuit Refugee Service

In late 2015, about 12,000 Mozambicans crossed the border to Malawi to seek refuge from political upheaval and violence in their home province.  Though

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EiE Capacity Development Priorities Survey

20 October 2016

INEE is conducting a mapping and market analysis in order to better understand the education in emergencies (EiE) sector’s capacity needs, demands, and opportunities in order to better support field practitioners. We invite you to contribute to this project by taking an online survey.

Through this survey, INEE is gathering information from representative

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Webinar: Teacher Professional Development in Crisis Contexts

29 September 2016

INEE hosted a free webinar on 29 September 2016 addressing the critical issue of teacher professional development in crisis-affected contexts.

The webinar brought together colleagues from across the world to discuss, question, and consider much needed improvements to teacher support and teacher training. It will explore the recently launched inter-agency Training Pack For Primary School

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Working in EiE: Transitioning into a career in humanitarian response after academic training

30 March 2016

by Anna Wilson, Coordinator of the Network for Research in Education, Conflict, and Emergencies  

Are you finishing your degree and want to work in education in emergencies?

Know heaps about education but next to nothing about what working in humanitarian response might actually involve?

Then this blog post is for

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Practical Lessons from the Field: Part II

7 April 2014

An Interview with Gabriel El Khili, UNESCO  

In Part II of this interview, Mr. El Khili speaks with Katie Zanoni, INEE Minimum Standards Team member, to discuss how the INEE Minimum Standards have influenced the Education in Emergencies (EiE) field.  In addition, Mr. El Khili offers specific ideas on how to address challenges to enhance the use

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Practical Lessons from the Field: Part I

26 February 2014

An Interview with Gabriel El Khili, UNESCO 

In Part I of this interview, Mr. El Khili speaks with Katie Zanoni, INEE Minimum Standards Team member, to reflect on how UNESCO has been able to utilize the INEE Minimum Standards in the field and what lessons he has learned in using this framework to ensure access to quality education

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