In Right Where We Belong: How Refugee Teachers and Students Are Changing the Future of Education, Sarah Dryden-Peterson draws from ethnographic case study research and in-depth interviews to offer a comprehensive analysis of the education challenges refugee youth face globally, as well as solutions for policymakers and practitioners. In her review of Dryden-Peterson’s book, Farzanah Darwish highlights the power and potential of refugee-led education programs, which offer critical opportunities for both teachers and students in conflict-affected countries to drive local solutions.

Published in Childhood Education (Vol. 99, No. 2, 2023)

RENSSELAERVILLE — After its launch in 2016, the Center for Learning in Practice, known as CLiP, at the Carey Institute for Global Good is working to alleviate the global crisis in education. The center has released its first publication, a peer-reviewed journal article written by Director Dr. Diana D.

The Global Campaign for Education US Chapter is a broad-based coalition member organization working to ensure all children have access to a quality education.

Confronted with record-high numbers of displaced persons and protracted crises that have lasted for decades, this paper draws on case study examples from multiple countries to examine both the persistent challenges and promising practices for refugee, internally displaced, and national teachers in their efforts to provide education to the millions of children and youth affected by crisis. Specific examples are drawn from Chad, Ethiopia, Germany, Iraq, Jordan, Kenya, Malaysia, Nigeria, Pakistan, Syria, Turkey, and Uganda. The paper is organized into sections related to teacher supply and planning, teacher professional development, teacher well-being and motivation, and teacher agency and resilience. It also identifies new possibilities within the policy sphere that could be leveraged to strengthen support for teachers working in displacement settings. The paper concludes with detailed recommendations for improving teacher management and development in displacement settings.

News and Press Release in English on Ukraine about Education and Health; published on 24 May 2022 by INEE

Today?s sustainable development challenges constitute some of the most complex, large scale crisis the world has faced. Addressing them effectively requires new approaches that build on the most resilient practices of the past but also reach into the future of learning and knowledge sharing. The future is above all digitally mediated and it is human-centered. That means that the experience of people, of practitioners working in the service of sustainable development, must be understood as the core drivers and key actors. The question is not how to get them to enact other?s agenda, but to have those agendas fully informed by the knowledge of experience. The ?tacit middle??, we propose, is where learning and practice connect in ways that communities can ?self-determine, manage, and renew?? knowledge. Executing on this future requires an explicit framework that includes standards and indicators that can assure a consistent approach with built-in quality assurance. Ultimately the Sustainable Learning Framework provides the critical and missing feedback loop that enables continuous real-time learning from experience and provides insight about progress on goals, and guides course adjustment. In this article we demonstrate that reliable methods of connecting knowledge, learning, and practice remains unrealized within and across the Sustainability Goal areas primarily because capturing and sharing experience is largely absent from current processes. We offer a conceptual framework for sustainable learning as an approach, defining its elements, provide its basis in learning theory, and illustrate with Action for Teachers of Refugees

In April 2023, Quality Holistic Learning Project Teacher Fellows presented a panel discussion as part of the Migration Summit 2023. They shared experiences w...

Itaf AlAwawdeh, Program Director - Chief of Party, Save the Children-Jordan; Diana Woolis, Director, Center for Professional Learning, CE InternationalHolist...

The Quality Holistic Learning (QHL) Project is a response to the on-going desire among teachers for professional learning and leadership opportunities that address concerns of quality, equity, and holistic learning.

Web-based technology has proven itself indispensable in education, especially in distance education and in developing countries. Technological advances and the Covid-19 pandemic have forced higher education institutions to be innovative in delivering education in their countries. This paper seeks to demonstrate the role and value of e-portfolios as an alternative teaching and learning tool in distance education and the online environment, especially in developing countries. A systematic review of peer-reviewed academic studies of e-portfolios between 2010 and 2020 was conducted. A total of 18 papers were selected according to the inclusion criteria. The review shows that the use of e-portfolios is still a relatively new trend in developing countries. The study also revealed that e-portfolios can infuse important skills such as self-directed learning, critical thinking and lifelong learning. These results have the potential to help institutions to creatively design appropriate support tools and strategies alongside the implementation of e-portfolios in their contexts.

Peer-review journal delves into a sustainable learning model for the teachers of refugees...

Development of the competencies of Syrian refugees serving in educational spaces in Egypt. Contact details Submitted by: Julie Kasper, Refugee Educator Academy Program Manager Aya Sa’eed, ECHO Project Manager Email: jkasper@careyinstitute.org Aya.Saeed@plan-international.org Website:

Education Podcast · 6 Episodes

Guided Activity Workbook for Children, Families, Teachers for Ukrainian Refugees.This workbook may prove useful to recovery from the impact of displacement and danger when families are settled enough to do something together. It helps the parents as well as the child integrate what they have been through.

Led by Gudrun Østby. Funder: Dubai Cares.

The State of the Global Education Crisis: A Path to Recovery report (produced jointly by UNESCO, UNICEF, and the World Bank), we sounded the alarm: this generation of students now risks losing $17 trillion in lifetime earnings in present value, or about 14 percent of today’s glob

Sneak peek of the UNICEF Education session, Reimagine Education: Digital Learning for Every Child by 2030, on 13 December 2021 @ the RewirEd Summit. For more information, please visit our event page: https://unicefeducation.splashthat.com