Promoting access to quality, safe, and relevant education for all persons affected by crisis


Teaching and Learning

Edtech in Emergencies: What the Evidence Shows Us

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

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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

Call for Papers: Journal on Education in Emergencies

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

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The INEE Minimum Standards: The Common Thread

30 April 2014

An 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

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Applying the INEE Minimum Standards to Education in a Protracted Refugee Situation: Part I

19 March 2014

An 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

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Collaborate on the EiE Terminology Bank!

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

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Interview with Sarah Dryden-Peterson and Rebecca Winthrop

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

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ICT integration in basic refugee education: Tools for teachers in Daadab Refugee Camps

18 September 2013

Justus Omondi Olwande Physics Teacher & ICT Ttrainer of Trainees, Dadaab Refugee Camps

September, 2013

Last year science teachers in Dadaab Refugee Camps secondary schools were privileged to attend an ICT workshop organized by Windle Trust Kenya, (a nongovernmental organization implementing secondary education for refugees in Daadab) in collaboration with The Kenya E-learning sector of the

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Closing the gap: using resilience to support education policy in emergency and crisis

28 July 2013

By Jo Kelcey, Education Consultant, World Bank. The fifth domain of the INEE Minimum Standards for Education focuses on law and policy formulation and planning and implementation. Yet, in emergency contexts, providing structural and institutionally focused support for these processes is often easier said than done. In particular the question of how to better bridge the humanitarian and development

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Women in Gaza: Barriers to Education

26 June 2013

Megan Nobert is a lawyer and academic, who worked in the Gaza Strip with a small local NGO. The views expressed in this piece is based upon her personal observations and discussions she had with Palestinians living in the Gaza Strip.

Access to education for women in Gaza was easy, until quite recently, with a number of

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