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

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Additional vetted and organized resources can be found in the INEE Toolkit.

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Monitoring and Evaluation

Emerging Practices in Design, Monitoring, and Evaluation for Education for Peacebuilding Programming

Rebecca Herrington, Search for Common Ground   |   PDF

This resource is part of a collection of resources compiled by UNICEF’s 2012-2016 Peacebuilding, Education and Advocacy Programme (PBEA), known as “Learning for Peace”, which was funded by the

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Monitoring and Evaluation of Participatory Theatre for Change

Rebecca Herrington, Search for Common Ground   |   PDF

This resource is part of a collection of resources compiled by UNICEF’s 2012-2016 Peacebuilding, Education and Advocacy Programme (PBEA), known as “Learning for Peace”, which was funded by the

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Guide to Education in Emergencies Needs Assessments

Global Education Cluster, Global Education Cluster   |   PDF

The Guide to Education in Emergencies Needs Assessments is an initiative of the Global Education Cluster (GEC). It is an accompaniment to and provides a theoretical foundation for the Needs

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Evaluation of DG ECHO’s actions in the field of protection and education of children in emergency an

European Commission, Directorate-General for European Civil Protection and Humanitarian Aid Operations (ECHO), with contributions from Charu Wilkinson, Laura Eid, Laura Hayward, Nataliya Nikolova, Melanie Dubuis, Ilze Feifa, Vittorio Furci, Daniela Ulicna, European Union   |   PDF

This report presents the results of the evaluation of DG ECHO’s Actions in the field of Protection and Education of Children in Emergency and Crisis Situations (2008-2015). During 2008 to 2015,

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Accelerated Education Programs in Crisis and Conflict: Building Evidence and Learning

Pamela Baxter, Aparna Ramesh, Alicia Menendez, and Lindsay North, with input by Varuni Dayaratna, United States Agency for International Development   |   PDF

As of 2013, almost 50 million primary and lower- secondary-age children were out of school in conflict-affected countries. Of these, 28.5 million were primary-age; more than half of them are girls.  In

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Humanitarian Technology and the Monitoring and Reporting of Attacks on Education

PEIC, PEIC   |   PDF

This paper began life as a commissioned scoping study to inform and advise PEIC about new and emerging developments in information and communication technology relevant to the collection, sorting, analysis,

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Assessing the Strength of Evidence in the Education Sector

DFID, UNICEF,USAID, The World Bank Group, BE2 donor working group   |   PDF

The Assessing the Strength of Evidence in the Education Sector Guidance Note provides an introduction to the appraisal of the quality of individual studies and the assessment of the strength

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Generating Evidence in Sector – Impact Evaluations

DFID, UNICEF, USAID, The World Bank Group, The BE2 Steering Committee   |   PDF

The Generating Evidence in Sector – Impact Evaluations Guidance Note provides an introduction to the importance of sound research to inform education policy, the ways in which to design impact evaluations

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ESTÁNDARES E INDICADORES PARA LA EDUCACIÓN EN SITUACIONES DE EMERGENCIA

Ministerio de Educacion Ecuador, Ministerio de Educacion Ecuador   |   PDF

El Ministerio de Educación, en su documento “Estándares de calidad Educativa”, los define como “Los estándares de calidad educativa son descripciones de los logros esperados correspondientes a

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Módulo Nº 10 - Evaluación, mapeo de capacidades y supervisión

Plan International and UNICEF, Plan International and UNICEF   |   Word Doc

Plan International and UNICEF’s regional offices for Latin America and the Caribbean developed this education in emergencies/DRR training package, contextualized from the INEE - Education Cluster Education in

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