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BAICE Special Announcement – additional grants for UKFIET conference released

June 13, 2023

BAICE has launched a scheme to support attendance at the September UKFIET conference. BAICE is offering a £200 contribution to students, early career researchers within 5 years of the award of their PhD, or colleagues on fixed-term contracts of 24 months or less. There are fifteen grants available. To apply,…

Seeking new Trustees

May 31, 2023

UKFIET is looking to appoint up to five new trustees.

CuratED, IIEP-UNESCO’s monthly alert of resources on educational planning and management

May 17, 2023

The UNESCO International Institute for Educational Planning (IIEP) Library has launched a new monthly e-alert, CuratED. The alert highlights a selection of recent online resources on educational planning and management: articles, reports, blogs, events, and more.

Call for New and Updated Case Studies on Supporting Teachers in Crisis Contexts – TiCC Event Series 2021-2022

Education in Emergencies practitioners, policymakers, researchers, and teachers are invited to submit case studies about teacher programming and policies in conflict, crisis, and displacement contexts to with the subject title [CASE STUDY] by Thursday September 30th at 5.00pm EST. All submissions must use the Case Study Template

Successful submissions will be invited to present at Teachers in Crisis Contexts Event Series webinars in October, November, and December. Audience and peer review feedback will help shape final submissions for publication in a second edition of Promising Practices in Teacher Management, Professional Development, and Wellbeing.

New case studies should include evidence-based practices, targeted policies, and/or cutting edge research related to how one or more of the following three themes are addressing a specific crisis-related issue(s):

  • Teacher management (i.e. teacher recruitment, supply, compensation, supervision, certification, etc.)
  • School governance and leadership (i.e. school leader professional development and support, community governance models, cluster-based decision making, preparedness and recovery planning) 
  • Teacher professional development (i.e. training modalities that promote innovative pedagogies that include face-to-face training, coaching, mentoring, distance, and/or online learning etc. for either pre-service or in-service approaches; teacher collaboration; coordination across providers; collaboration with national teacher training institutes, etc.)
  • Teacher well-being (i.e. dimensions of well-being including social, emotional, physical, intellectual, financial, and spiritual; interventions to support teacher well-being)
  • Innovative pedagogies (i.e. creative, new, or traditional ways of reaching and teaching at risk learners.; high-tech, low-tech, and no-tech approaches to distant learning; learning through play and culturally responsive practices) 

Case study papers will provide a basis for informed discussions during the TiCC Event Series and will address key knowledge gaps in the field of EiE. All case studies should entail specific examples from conflict, crisis, and/or displacement contexts. 

For updated case studies, organizations and authors already published in Promising Practices: Teacher Management, Professional Development and Well-being are invited to submit a 500 word max COVID-19 related addendum to their case study using this template. The addendums will be added to existing case studies in an updated Promising Practices publication and will reflect how:

  • Policies supported teachers’ needs during COVID-19 related school closures
  • Programs were adapted to meet the professional development and well-being of teachers during COVID-19, including innovative pedagogies
  • Practices were developed and implemented to ensure teaching and learning continuity in response to COVID-19 
  • Research approaches that demonstrate positive engagement of or collaboration with school leaders

Selected case studies will reflect one (or more) of the following categories:

  1. Innovative evidence-based, good practice in teacher management, teacher professional development, or teacher well-being in conflict, crisis, and/or displacement contexts (i.e. toolkits, training materials, programming models).
  2. Established or new policy that has improved or aims to improve teacher management, teacher professional development, or teacher well-being in conflict, crisis, and/or displacement contexts.
  3. Emerging research on teacher management, teacher professional development, or teacher well-being in conflict, crisis, and/or displacement contexts.
  4. Adaptations to existing programs or the development of new initiatives that address teachers’ specific strengths and needs during COVID-19 and beyond.

The evaluation and selection of submitted case studies will be based on the following criteria:

  • The general quality of the submission
  • The use of qualitative, quantitative, mixed methods, process evaluation, or monitoring data in submission 
  • Alignment with at least one of the five TiCC event series case study themes (teacher management, professional development, wellbeing, school leadership and governance, and innovative pedagogies)

Please ensure that you clearly outline the crisis and EiE-related challenges to set the scene.