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

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Technology and Innovation

Social Support Networks, Instant Messaging, and Gender Equity in Refugee Education

Negin Dahya, Sarah Dryden-Peterson, Daci Douhaibi, and Oliver Arvisais, Information, Communication and Society   |   PDF

This paper addresses the role of instant messaging chat groups to support teacher training and gender equity initiatives in Kenyan refugee camps. Our findings are based on survey data with

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Education, Technology & Conflict: The Use & Perceptions of the Internet in Palestinian Education

Landon S. Newby, University of Oxford   |   PDF

The presence of Israeli military within Palestinian territories has had and continues to have negative effects on Palestinian education. School closures, curfews and checkpoints limit the ability of students and

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Conceptualizing a Holistic Approach to TVET Planning and Programming in Sub-Saharan Africa

UNESCO-UNEVOC, UNESCO-UNEVOC   |   PDF

Education for livelihoods and civic participation in post-conflict countries conceptualizing a holistic approach to TVET planning and programming in sub-saharan Africa: a discussion paper This UNESCO-UNEVOC Discussion Paper takes a

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Aid Information Management Systems in Post-Conflict and Fragile Situations

UNDP, UNDP   |   PDF

Conflict and crisis situations are the most challenging environments for donors seeking to deliver assistance to developing countries. Recent research and policy dialog emphasize that donors carrying out interventions in

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ESD+TVET: promoting skills for sustainable development

UNESCO, UNESCO   |   PDF

We need to put our world on a more sustainable development path. Yet reaching – and teaching – sustainability is still a paramount challenge. Without education, there can be no sustainable development.

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Checklist for ICT Interventions to Support Education in Crisis and Conflict Settings

ECCN, INEE, ECCN, USAID, INEE   |   PDF

This ICT in EiCC checklist focuses on the intersection of conflict sensitivity principles and ICT design approaches to help ensure that an ICT supported intervention designed to support education activities

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Assessing the Impact of Literacy Learning Games for Syrian Refugee Children

John Comings, Nedjma Koval-Saifi, Jan Plass, World Vision   |   PDF

This report provides an executive overview of the impact evaluations of two winning literacy apps, Antura and the Letters and Feed the Monster, in the EduApp4Syria competition. The impact

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The Future of Learning and Technology in Deprived Contexts

Tim Unwin, Mark Weber, Meaghan Brugha and David Hollow, Save the Children   |   PDF

This report addresses the future of basic education, ICT use in deprived locations, and the use of ICTs in primary school learning in 2020 and 2025, especially in deprived contexts. It draws

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Edtech for Learning in Emergencies and Displace Settings: A Rigorous Review and Narrative Synthesis

Michaelle Tauson and Luke Stannard, Save the Children   |   PDF

The purpose of this report is to build an understanding of ‘what works’ in educational technology (EdTech) to ensure that children can learn in crisis or displaced settings. The field

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Promising Practices in Refugee Education Synthesis Report

Charlotte Bergin, Education Adviser, Save the Children, Save the Children   |   PDF

Promising Practices in Refugee Education is a joint initiative of Save the Children, the world’s largest independent children’s rights organisation, UNHCR, the UN refugee agency, and Pearson, the

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