Category: Conflict, Crisis and Emergency
The ‘Missing Children’: Why we urgently need an inclusive approach to education in emergencies
The scale of emergencies this year has strained education systems around the world already buckling under the weight of significant challenges, including a funding gap worsened by the Covid-19 pandemic (estimated at $100 billion) which is hindering progress in achieving Sustainable Development Goal 4.
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Who holds whom to account when harm is done? Funder accountability and responsibility within the education in emergencies community
This blog was written by Ritesh Shah, University of Auckland (lead author); D. Brent Edwards Jr., University of Hawaii Manoa; S. Garnett Russell, Teachers College Colombia...
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The road paved with good intentions: Is social and emotional learning (SEL) safe and effective for all children affected by crises?
Over 222 million school-aged children are affected by armed conflicts and crises globally as of 2022. This number is expected to continue to rise due to ongoing crises and disasters. In the reality of the compounding trauma and protracted crises that so many children are living through, we need sustainable…
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Measuring the dosage of brief social-emotional learning (SEL) activities in humanitarian settings
This blog was written by Zezhen (Michael) Wu, Hirokazu Yoshikawa and J. Lawrence Aber, Department of Applied Psychology, and Lindsay Brown and Ha Yeon Kim, Global TIES for...
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Conflict, crisis, climate and migration – interview with convenors of UKFIET conference theme
Interview with theme convenors of one of six 2023 UKFIET conference themes, ‘Conflict, crisis, climate and migration’: Chris Berry, Education Adviser, UK’s Foreign, Commonwealth & Development Office, and Rachael Fitzpatrick, Senior Researcher, Education Development Trust.
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Voices of the children of the Lake Chad region: Co-constructing knowledge and advocacy for social change in protracted armed conflict and crisis contexts using photovoice
This blog reports on networking research which used photovoice with a group of children and young people in the Lake Chad region to provide a means of meaningful participation in research about their lives, experience, and wellbeing needs.
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Supporting the successful reintegration of trafficking survivors and reducing the likelihood of re-trafficking in Nepal and Nigeria
Our Stakeholder and Knowledge Exchange Engagement project (SKEEP), is funded by the Open University RES-Research-Enterprise impact acceleration fund. The project is in partnership with Women Trafficking and Child Labour Eradication Foundation (WOTCLEF), Nigeria; Peace Rehabilitation Centre (PRC), Nepal; and ACE Charity Africa. The project brought together a broad stakeholder cohort…
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We must do better by young refugees
More than 40 percent of the world’s refugees are children and young people under 18 and without education their future is bleak. Ritesh Shah explains why we need to move past 'West is best' in serving them.
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‘My Teachers Didn’t Notice’: Nurturing the Well-being of Internally Displaced Children through Trauma-informed Education
Child labourer Jamlo Makdam was only twelve when fatigue and dehydration caused her to collapse. She had been walking for approximately 93 miles for three days, attempting to reach her home village. Although she did not know it, she was only an hour away from home when she died.
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Creating empathic leaders in post-conflict Iraq
According to the UNHCR, a full 1% of the world’s population has been displaced as refugees and asylum seekers. That equates to roughly 78 million people who have fled their homes due to conflict, and the global refugee crisis is only growing.
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Deconstructing Ethical and Equitable Research Practices
This blog was written by Sixtine Berquist, Advocacy & Communications Officer, and team at ACCESS (Accelerating Change for Children’s and Youth’s Education Through Systems...
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Gender-responsive education in emergency in Nigeria: Safeguarding girls’ presents and futures
This article was written by Edem Dorothy Ossai and originally published on the Brookings website on 29 November 2021. This new policy brief ‘Gender-responsive education in...
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