This guidance aims to support countries in developing or strengthening a comprehensive, systematic ECE workforce strategy. It is organized around three pillars that are essential to supporting a...

The starting point and inspiration for this guide to Active Teaching and Learning is largely adopted from the UNESCO-IICBA modules on ‘Fundamentals of Teacher Education Development’. Instead of...

The COVID-19 pandemic continues to affect education systems and communities in Africa and across the world. Despite the continued spread of the virus, many African countries have started lifting...

Global school closures in response to the COVID-19 pandemic present an unprecedented risk to children’s education, protection and well-being. Teachers and other education staff are at the forefront...

The COVID-19 Learning Pathway is an online course that aims to enable humanitarians, including local responders, to be best equipped to respond to the global pandemic COVID-19 (Coronavirus). It...

This framework represents Save the Children's planning assumptions and priority areas for implementation over four phases of programming: Preparedness, Initial Response, Large-Scale Response, and...

The Ebola outbreak has hugely negative impact on the right to education for almost 5 Million children and students of all ages in Guinea, Sierra Leone and Liberia. This guidance include: The admission...

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...

Children might find it difficult to understand what they are seeing online or on TV – or hearing from other people – so they can be particularly vulnerable to feelings of anxiety, stress and sadness...

As people around the world are taking precautions to protect themselves, their families and their communities from coronavirus disease (COVID-19) it’s also important that children can continue to...