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Education in Crisis & Conflict Network
Dedicated to Increasing Equitable Access to
Education in Areas Affected by Crisis and Conflict

What is USAID ECCN reading?

Through the "What is USAID ECCN reading?" series we distribute a list of meaningful news articles, books, reports, and other documents, including multimedia, relevant to those working in Education in Crisis and Conflict (EiCC) contexts.

If you recently read or saw something that you think could be of interest to others working in EiCC, we would like to include it in these mailings. Just send us a quick email to usaideccn@edc.org with the link to the resource, a 1-2 sentence description, your name, organization, and image (optional) and we’ll get back to you.

Gwen Heaner
USAID ECCN Research Manager

What Works in Girls' Education: Evidence for the World's Best Investment authored by Gene Sperling and Rebecca Winthrop with Christina Kwauk highlights progress made, work still to be done and provides a catalog of evidence on addressing girls' education needs. 

Amy Deal
USAID ECCN Program Assistant

263 million children and youth are out of school from primary to upper secondary according to a recent UNESCO study, which also features the first ever estimate of out of school youth in upper secondary school.

Kayla Boisvert
UMASS Graduate Student and Education Consultant

IRC recently published The Outcomes and Evidence Framework, an interactive tool intended to support people working in development and humanitarian aid to design effective programs by delivering key information on outcomes related to health, safety, education, economic well-being, and power. 

Cornelia Janke
USAID ECCN Project Director
 

“The Future of Impact Evaluation” produced by IDInsight, suggests that it’s time for a new approach and rationale for impact evaluation, away from the current trend for “knowledge-focused evaluations” to a more “decision-focused” orientation. They argue that, in order to more effectively inform development action, impact evaluations must be adapted to serve as context-specific tools for decision-making that feed into local solution-finding systems.

A Safe Healing and Learning Space (SHLS), produced by IRC, is a secure, caring and predictable place where children and adolescents living in conflict and crisis settings can learn, develop and be protected. The SHLS Toolkit provides child protection and education practitioners with the content needed to initiate an SHLS program.

The Health & Education Advice & Resource Team (HEART) produced a report on "The role of education in contributing to safety and well-being in conflict settings." The report proposes that community participation, teacher roles, the schooling environment, inclusive and equitable access, and school as a point of access to communities are interventions that contribute to the role of education and schooling as a provider of safety and well-being in conflict-affected environments. 
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