Education in Displacement

As a result of seven years of conflict, young refugees from Syria are growing up without the skills they need to access higher education. Higher educa...

A new solution designed to close the learning poverty gap, the LP is an online, mobile, and offline tech platform enabling high quality, flexible learning

We must ensure refugee students are able to learn at home and return to school. Join us for a LIVE event where refugee learners, Education ministers and experts will share their experiences on how the COVID-19 has affected education and their plans for the return to school for refugees. The exchange will be moderated by Angelina Jolie, Special Envoy for the UNHCR, the UN Refugee Agency Learn more: https://on.unesco.org/2ZaOA2e #WithRefugees #LearningNeverStops #RightToEducation

Led by Gudrun Østby. Funder: Dubai Cares.

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

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