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Presentation by Dr. Oula Abu-Amsha, Coordinator Learning and Development at INEE, the Inter-agency Network for Education in Emergencies, at the online event Teacher education in emergencies to support...

This is the outcome document of the meeting convened by UNHCR, INEE, and Education International at the Transforming Education Pre-Summit in Paris titled: “Transforming our understanding of refugee...

This Guidance Note gives advice on how to support teacher wellbeing in the five domains of INEE’s (2010) Minimum Standards. It explains how to: promote mental health and psychosocial support (MHPSS)...

It is paramount that the Education in Emergencies sector shares and learns from promising policies, practices, and research approaches for supporting teachers in crisis contexts. For this reason, this...

This is one of the two volumes of the second edition of the compilation "Promising Practices in Teacher Management, Professional Development, and Well-being in crisis contexts", published by INEE in...

This is one of the two volumes of the second edition of the compilation "Promising Practices in Teacher Management, Professional Development, and Well-being in crisis contexts", published by INEE in...

This policy brief reviews the global debate on how to produce high-quality teachers, and connects that debate with conditions prevailing in Latin America. It discusses diverse approaches to the...

Numerous studies show that the teacher is the most important in-school factor affecting the quality of education, particularly in refugee contexts, where the teacher is sometimes the only resource...

The aim of this project was to collect existing resources, tools, and policy or advocacy documents that address teacher wellbeing in emergency settings. INEE has mapped these materials across its...

The purpose of the INEE Guidance Note on Psychosocial Support is to clarify the importance of supporting the psychosocial wellbeing of children and youth, and to offer specific strategies for how to...