Archives

What impact does the provision of separate toilets for girls at school have on their primary and secondary school enrolment, attendance and completion? A Systematic review of the evidence

Author: Birdthistle, et al, I.
Full Citation: Birdthistle, I., Dickson, K., Freeman, M., & Javidi, L. (2011). What impact does the provision of separate toilets for girls at schools have on their primary and secondary school enrolment, attendance and completion? A systematic review of the evidence. Social Science Research Unit, Institute of Education, University of London, 6.
Resource Type:
  • Literature Review – Rigorous
  • Research
    • Quantitative
Topic(s):
  • Make Learning Safer
    • SRGBV
Posted in Make Learning Safer, SRGBV

Identification and Impact of Abuse

Author: Nordtveit, Bjorn H.
Full Citation: "Identification and Impact of Abuse" in Nordtveit, B. H. (2016). Schools as Protection?: Reinventing Education in Contexts of Adversity. Springer.
Resource Type:
  • Conceptual Review
Topic(s):
  • Make Learning Safer
    • SRGBV
Posted in Make Learning Safer, SRGBV

What do we know about preventing school violence? A systematic review of systematic reviews

Author: Lester et al, Soraya
Full Citation: Lester, S., Lawrence, C., & Ward, C. L. (2017). What do we know about preventing school violence? A systematic review of systematic reviews. Psychology, Health & Medicine, 22(sup1), 187-223.
Resource Type:
  • Conceptual Review
Topic(s):
  • Make Learning Safer
    • Gang violence/organized violence
    • SRGBV
Posted in Gang violence/organized violence, Make Learning Safer, SRGBV

Nonviolent Teaching: Creating a Safe Haven for Students

Author: Taukeni and Taole, Simon George and Matshidiso J.
Full Citation: Taukeni, S.G. and M.J. Taole, "Nonviolent Teaching: Creating a Safe Haven for Students" in Singh, S., & Erbe, N. D. (Eds.). (2017). Creating a Sustainable Vision of Nonviolence in Schools and Society. IGI Global.
Resource Type:
  • Conceptual Review
Topic(s):
  • Make Learning Safer
    • SRGBV
Posted in Make Learning Safer, SRGBV

The evolution of policy enactment on gender-based violence in schools

Author: Parkes, Jenny
Full Citation: Parkes, J. (2016). The evolution of policy enactment on gender-based violence in schools. PROSPECTS, 46(1), 93-107.
Resource Type:
  • Conceptual Review
Topic(s):
  • Make Learning Safer
    • SRGBV
Location(s):
  • Africa
    • Liberia
    • South Africa
  • Latin America and The Caribbean
    • Brazil
Posted in Make Learning Safer, SRGBV

Commonwealth Youth and Development – School-based gender-related violence in Namibia : causes and manifestations – research

Author: Brown, Anthony
Full Citation: Brown, A. (2016). School-based gender-related violence in Namibia: causes and manifestations. Commonwealth Youth and Development, 14(1), 54-64.
Resource Type:
  • Conceptual Review
  • Research
    • Mixed Methods
Topic(s):
  • Make Learning Safer
    • SRGBV
Location(s):
  • Africa
    • Namibia
Posted in Make Learning Safer, SRGBV

What Works to Promote Children’s Educational Access, Quality of Learning, and Wellbeing in Crisis-Affected Contexts. Education Rigorous Literature Review

Author: Burde et al, Dana
Full Citation: Burde, D., Guven, O., Kelcey, J., Lahmann, H., & Al-Abbadi, K. (2015). What Works to Promote Children’s Educational Access, Quality of Learning, and Wellbeing in Crisis-Affected Contexts. Education Rigorous Literature Review. London: International Network for Emergency Education.  New York University.  (UK) Department of International Development.  . 90.
Resource Type:
  • Literature Review – Rigorous
Topic(s):
  • Design, Implement, Research and Evaluate for Better EiCC Programs
    • Monitoring and Evaluation
    • Research / Assessment for Program Design/Implementation
    • Theories of Change
  • Make Learning Safer
    • Conflict-Affected Areas
    • Gang violence/organized violence
    • Social Emotional Learning
    • SRGBV
  • Strengthen Local Institutions
    • Communities
    • Donor Agencies / INGOs
    • Host Country Researchers
  • Understand and Strive for Equity
    • Accelerated Education
    • Alternative Education: Livelihoods / Vocational Programming
    • Community Schools / Distance or Virtual Education
    • Forced Displacement Education
    • Policy Around Equity
Location(s):
  • General
Posted in Accelerated Education, Alternative Education: Livelihoods / Vocational Programming, Communities, Community Schools / Distance or Virtual Education, Conflict-Affected Areas, Design, Implement, Research and Evaluate for Better EiCC Programs, Donor Agencies / INGOs, Forced Displacement Education, Gang violence/organized violence, Host Country Researchers, Make Learning Safer, Monitoring and Evaluation, Policy Around Equity, Research / Assessment for Program Design/Implementation, Social Emotional Learning, SRGBV, Strengthen Local Institutions, Theories of Change, Understand and Strive for Equity

Education in Emergencies: A Review of Theory and Research. Review of Educational Research

Author: Burde et al, Dana
Full Citation: Burde, D., Kapit, A., Wahl, R. L., & Skarpeteig, M. I. (2016). Education in Emergencies: A Review of Theory and Research. Review of Educational Research. doi:10.3102/0034654316671594
Resource Type:
  • Conceptual Review
  • Literature Review – Rigorous
Topic(s):
  • Design, Implement, Research and Evaluate for Better EiCC Programs
    • Conflict Sensitivity in Programming
    • Monitoring and Evaluation
    • Research / Assessment for Program Design/Implementation
    • Theories of Change
  • Make Learning Safer
    • Conflict-Affected Areas
    • Gang violence/organized violence
    • Social Emotional Learning
    • SRGBV
  • Strengthen Local Institutions
    • Communities
    • Donor Agencies / INGOs
    • Host Country Researchers
  • Understand and Strive for Equity
    • Accelerated Education
    • Alternative Education: Livelihoods / Vocational Programming
    • Community Schools / Distance or Virtual Education
    • Forced Displacement Education
Location(s):
  • General
Posted in Accelerated Education, Alternative Education: Livelihoods / Vocational Programming, Communities, Community Schools / Distance or Virtual Education, Conflict Sensitivity in Programming, Conflict-Affected Areas, Design, Implement, Research and Evaluate for Better EiCC Programs, Donor Agencies / INGOs, Forced Displacement Education, Gang violence/organized violence, Host Country Researchers, Make Learning Safer, Monitoring and Evaluation, Research / Assessment for Program Design/Implementation, Social Emotional Learning, SRGBV, Strengthen Local Institutions, Theories of Change, Understand and Strive for Equity

Literature review on school-related gender-based violence: how it is defined and studied

Author: RTI International
Full Citation:
RTI International. (2016). Literature review on school-related gender-based violence: how it is defined and studied. Washington, DC: U.S. Agency for International Development.
Resource Type:
  • Conceptual Review
  • Literature Review – Rigorous
  • USAID Resources
    • Other
Topic(s):
  • Make Learning Safer
    • SRGBV
Posted in Make Learning Safer, SRGBV

Conceptual framework for measuring school-related gender-based violence

Author: RTI International
Full Citation: RTI International. (2016). Conceptual framework for measuring school-related gender-based violence. Washington, DC: U.S. Agency for International Development
Resource Type:
  • Guidance Documents and Tools
  • USAID Resources
    • Guidance Documents and Tools
Topic(s):
  • Design, Implement, Research and Evaluate for Better EiCC Programs
    • Monitoring and Evaluation
    • Research / Assessment for Program Design/Implementation
  • Make Learning Safer
    • SRGBV
Posted in Design, Implement, Research and Evaluate for Better EiCC Programs, Make Learning Safer, Monitoring and Evaluation, Research / Assessment for Program Design/Implementation, SRGBV

Youth at risk in Latin America and the Caribbean understanding the causes, realizing the potential

Author: Wendy Cunningham, Linda McGinnis, Rodrigo García Verdú, Cornelia Tesliuc, and Dorte Verner
Full Citation: Cunningham, W., et al. (2008). Youth at risk in Latin America and the Caribbean understanding the causes, realizing the potential. Washington D.C: World Bank
Resource Type:
  • Conceptual Review
  • Guidance Documents and Tools
Topic(s):
  • Conflict-Affected Areas
  • Gang violence/organized violence
Location(s):
  • Latin America and The Caribbean
Posted in Conflict-Affected Areas, Gang violence/organized violence

The uninvited guest of war enters childhood: developmental and personality aspects of war and military violence

Author: Raija-Leena Punamäki
Full Citation: Punamäki, R-L. (2002). The uninvited guest of war enters childhood: developmental and personality aspects of war and military violence. Traumatology, 8 (3), pp: 181- 204
Resource Type:
  • Conceptual Review
Topic(s):
  • Social Emotional Learning
Posted in Social Emotional Learning

Brief report: integrating social-emotional learning with literacy instruction: an intervention for children at risk for emotional and behavioral disorders

Author: Ann Daunic, Nancy Corbett, Stephen Smith, Tia Barnes, Lourdes Santiago-Poventud, Pam Chalfant, Donna Pitts and Jeisha Gleaton
Full Citation: Daunic, A., et al. (2013). Brief report: integrating social-emotional learning with literacy instruction: an intervention for children at risk for emotional and behavioral disorders. Behavioral Disorders, 39 (1 ), pp: 43-51
Resource Type:
  • Research
    • Qualitative
Topic(s):
  • Social Emotional Learning
Location(s):
  • North America
    • United States
Posted in Social Emotional Learning

Alleviating the effects of war and displacement on children

Author: William Yule
Full Citation: Yule, W. (2002). Alleviating the effects of war and displacement on children. Traumatology, 8 (3), pp: 160-180.
Resource Type:
  • Conceptual Review
Topic(s):
  • Make Learning Safer
    • Social Emotional Learning
Posted in Make Learning Safer, Social Emotional Learning

USAID education strategy 2011 – 2015

Author: USAID Education Strategy Policy Task Team
Full Citation: USAID Education Strategy Policy Task Team. (2011). USAID education strategy 2011 - 2015. Washington, DC: Authors.
Resource Type:
  • USAID Resources
    • Strategy Documents
Topic(s):
  • Design, Implement, Research and Evaluate for Better EiCC Programs
  • Make Learning Safer
    • Conflict-Affected Areas
Posted in Conflict-Affected Areas, Design, Implement, Research and Evaluate for Better EiCC Programs, Make Learning Safer

Rapid education and risk analysis El Salvador: final report

Author: USAID Education in Crisis and Conflict Network
Full Citation: USAID Education in Crisis and Conflict Network. (2016). Rapid education and risk analysis El Salvador. (Final report). Washington, DC: Authors
Resource Type:
  • Research
    • Qualitative
Topic(s):
  • Design, Implement, Research and Evaluate for Better EiCC Programs
    • Conflict Sensitivity in Programming
    • Research / Assessment for Program Design/Implementation
  • Make Learning Safer
    • Gang violence/organized violence
Location(s):
  • Latin America and The Caribbean
    • El Salvador
Posted in Conflict Sensitivity in Programming, Design, Implement, Research and Evaluate for Better EiCC Programs, Gang violence/organized violence, Make Learning Safer, Research / Assessment for Program Design/Implementation

Rapid education and risk analysis

Author: USAID
Full Citation: USAID. (2015). Rapid education and risk analysis (Working Draft)Washington, D.C.: Author.
Resource Type:
  • ECCN Resources
    • Guidance Documents and Tools
  • Guidance Documents and Tools
Topic(s):
  • Design, Implement, Research and Evaluate for Better EiCC Programs
    • Conflict Sensitivity in Programming
    • Research / Assessment for Program Design/Implementation
  • Make Learning Safer
Posted in Conflict Sensitivity in Programming, Design, Implement, Research and Evaluate for Better EiCC Programs, Make Learning Safer, Research / Assessment for Program Design/Implementation

Improving the quality of school interactions and student well-being: impacts of one year of a school-based program in the Democratic Republic of the Congo

Author: Catalina Torrente, Brian Johnston, Leighann Starkey, Edward Seidman, Anjuli Shivshanker, Nina Weisenhorn, Jeannie Annan, and John Lawrence Aber
Full Citation: Torrente, C. et al. (2015). Improving the quality of school interactions and student well-being: impacts of one year of a school-based program in the Democratic Republic of the Congo. Journal on Education in Emergencies, 1 (1).
Resource Type:
  • Research
    • Quantitative
Topic(s):
  • Make Learning Safer
    • Conflict-Affected Areas
    • Social Emotional Learning
    • Trauma
Location(s):
  • Africa
    • DRC
Posted in Conflict-Affected Areas, Make Learning Safer, Social Emotional Learning, Trauma

Starting early to build stronger and more peaceful societies

Author: UNICEF
Full Citation: UNICEF. (2015). Starting early to build stronger and more peaceful societies. (Advocacy Brief). New York: Author
Resource Type:
  • Guidance Documents and Tools
Topic(s):
  • Design, Implement, Research and Evaluate for Better EiCC Programs
    • Peacebuilding Programming
  • Social Emotional Learning
  • SRGBV
  • Understand and Strive for Equity
Location(s):
  • Africa
    • Cote D'Ivoire
    • Uganda
Posted in Design, Implement, Research and Evaluate for Better EiCC Programs, Peacebuilding Programming, Social Emotional Learning, SRGBV, Understand and Strive for Equity

Gender, education and peacebuilding brief: emerging issues from ‘Learning for Peace’

Author: UNICEF Learning for Peace
Full Citation: UNICEF. (2016). Gender, Education and Peacebuilding, Brief Emerging issues from ‘Learning for Peace’. (Advocacy Brief). New York: Author
Resource Type:
  • Policy / Strategy Resources
Topic(s):
  • Design, Implement, Research and Evaluate for Better EiCC Programs
    • Conflict Sensitivity in Programming
    • Peacebuilding Programming
  • SRGBV
Posted in Conflict Sensitivity in Programming, Design, Implement, Research and Evaluate for Better EiCC Programs, Peacebuilding Programming, SRGBV

PBEA Programme: the transformative potential of positive gender socialization in education for peacebuilding (pilot programme and impact evaluation in Karamoja, Uganda)

Author: Judy El-Bushra and Emilie Rees Smith
Full Citation: El-Bushra, J., &  Smith, E. R. (2016). The transformative potential of positive gender socialization in education for peacebuilding (pilot programme and impact evaluation in Karamoja, Uganda).  Peacebuilding, Education and Advocacy Programme.  New York: UNICEF Learning for peace and Washington DC: American Institute for Research
Resource Type:
  • Project Evaluation
  • Research
    • Mixed Methods
Topic(s):
  • Design, Implement, Research and Evaluate for Better EiCC Programs
    • Conflict Sensitivity in Programming
    • Peacebuilding Programming
  • Make Learning Safer
    • SRGBV
  • Understand and Strive for Equity
Location(s):
  • Africa
    • Uganda
Posted in Conflict Sensitivity in Programming, Design, Implement, Research and Evaluate for Better EiCC Programs, Make Learning Safer, Peacebuilding Programming, SRGBV, Understand and Strive for Equity

Evaluation of the transformative potential of positive gender socialization in education for peacebuilding

Author: Marjorie Chinen, Andrea Coombes, Thomas de Hoop, Mohammed Elmeski, Rosa Castro Zarzur, Kaitlin Carson, Ashley Doria, Joshua Sennett and Gilbert Kiggundu.
Full Citation: Chinen, M., et al. (2016). Evaluation of the transformative potential of positive gender socialization in education for peacebuilding. Washington DC: American Institutes for Research
Resource Type:
  • Project Evaluation
  • Research
    • Mixed Methods
Topic(s):
  • Design, Implement, Research and Evaluate for Better EiCC Programs
    • Monitoring and Evaluation
    • Peacebuilding Programming
  • Make Learning Safer
    • SRGBV
Location(s):
  • Africa
    • Uganda
Posted in Design, Implement, Research and Evaluate for Better EiCC Programs, Make Learning Safer, Monitoring and Evaluation, Peacebuilding Programming, SRGBV

A systematic policy analysis of early childhood development and peacebuilding in fourteen conflict-affected and post-conflict countries (research brief)

Author: Lynn Ang and Sandy Oliver
Full Citation: Ang, L. & Oliver, S. (2016). A systematic policy analysis of early childhood development and peacebuilding in fourteen conflict-affected and post-conflict countries. (Research Brief). New York: UNICEF and London: Institute of Education.
Resource Type:
  • Research
Topic(s):
  • Design, Implement, Research and Evaluate for Better EiCC Programs
    • Peacebuilding Programming
  • Make Learning Safer
  • Understand and Strive for Equity
    • Policy Around Equity
Location(s):
  • Africa
    • Burundi
    • Chad
    • Cote D'Ivoire
    • DRC
    • Ethiopia
    • Liberia
    • Sierra Leone
    • Somalia
    • South Sudan
    • Uganda
  • Asia
    • Myanmar
    • Pakistan
  • Middle East
    • Palestine
    • Yemen
Posted in Design, Implement, Research and Evaluate for Better EiCC Programs, Make Learning Safer, Peacebuilding Programming, Policy Around Equity, Understand and Strive for Equity

Conflict analysis summary: Sierra Leone

Author: UNICEF Learning for Peace
Full Citation: UNICEF Learning for Peace. (2015). Conflict analysis summary: Sierra Leone. Peacebuilding, education, and advocacy in conflict-affected contexts programme. (n.p): Author  
Resource Type:
  • Research
    • Qualitative
Topic(s):
  • Design, Implement, Research and Evaluate for Better EiCC Programs
    • Conflict Sensitivity in Programming
    • Peacebuilding Programming
    • Research / Assessment for Program Design/Implementation
  • Make Learning Safer
    • Conflict-Affected Areas
Location(s):
  • Africa
    • Sierra Leone
Posted in Conflict Sensitivity in Programming, Conflict-Affected Areas, Design, Implement, Research and Evaluate for Better EiCC Programs, Make Learning Safer, Peacebuilding Programming, Research / Assessment for Program Design/Implementation

Conflict analysis summary: Cote D’Ivoire

Author: UNICEF Learning for Peace
Full Citation: UNICEF Learning for Peace. (2014). Conflict analysis summary: Cote D'Ivoire. Peacebuilding, education, and advocacy in conflict-affected contexts programme. (n.p): Author
Resource Type:
  • Research
    • Mixed Methods
Topic(s):
  • Design, Implement, Research and Evaluate for Better EiCC Programs
    • Peacebuilding Programming
  • Make Learning Safer
    • Conflict-Affected Areas
Location(s):
  • Africa
    • Cote D'Ivoire
Posted in Conflict-Affected Areas, Design, Implement, Research and Evaluate for Better EiCC Programs, Make Learning Safer, Peacebuilding Programming

Learning and resilience: the crucial role of social and emotional well-being in contexts of adversity (technical guidance note)

Author: Andrea Diaz Varela, Jo Kelcey, Joel Reyes, Meridith Gould, Jennifer Sklar
Full Citation: Varela, A. D., Kelcey, J., Reyes, J., Gould, M., & Sklar, M. (2013). Learning and resilience: the crucial role of social and emotional well-being in contexts of adversity. (Technical guidance note). (n.p): World Bank and International Rescue Committee
Resource Type:
  • Guidance Documents and Tools
Topic(s):
  • Make Learning Safer
    • Social Emotional Learning
    • Trauma
Location(s):
  • General
Posted in Make Learning Safer, Social Emotional Learning, Trauma

Exploring the relationship of Iranian EFL learners’ critical thinking and self-regulation with their reading comprehension ability

Author: Narges Kamgara and Esmaeil Jadidi
Full Citation: Kamgar, N., & Jadidi, E. (2016). Exploring the relationship of Iranian EFL learners’ critical thinking and self-regulation with their reading comprehension ability. Procedia - Social and Behavioral Sciences, 232, pp: 776-783.
Resource Type:
  • Research
Topic(s):
  • Make Learning Safer
    • Social Emotional Learning
Location(s):
  • Middle East
    • Iran
Posted in Make Learning Safer, Social Emotional Learning

Psychosocial support and social and emotional learning for children and youth in emergency settings (background paper)

Author: The Inter-Agency Network for Education in Emergencies (INEE)
Full Citation: INEE. (2016). Psychosocial support and social and emotional learning for children and youth in emergency settings. (Background paper). New York: Author
Resource Type:
  • Conceptual Review
Topic(s):
  • Social Emotional Learning
Location(s):
  • General
Posted in Social Emotional Learning

School-based mental health intervention for children in war-affected Burundi: a cluster randomized trial

Author: Wietse A Tol, Ivan H Komproe, Mark JD Jordans, Aline Ndayisaba, Prudence Ntamutumba, Heather Sipsma, Eva S Smallegange, Robert D Macy and Joop TVM de Jong
Full Citation: Tol et al. (2014). School-based mental health intervention for children in war-affected Burundi: a cluster randomized trial. Bmc Medicine, 12, 56. doi:10.1186/1741-7015-12-56
Resource Type:
  • Research
    • Quantitative
Topic(s):
  • Make Learning Safer
    • Trauma
Location(s):
  • Africa
    • Burundi
Posted in Make Learning Safer, Trauma

Companion recovery model to reduce the effects of profound catastrophic trauma for former child soldiers in Ganta, Liberia

Author: Jenifer Gregory and David G. Embrey
Full Citation: Gregory, J., & Embrey, D. (2009). Companion recovery model to reduce the effects of profound catastrophic trauma for former child soldiers in Ganta, Liberia. Traumatology, 15, (1), 40-51.
Resource Type:
  • Research
Topic(s):
  • Social Emotional Learning
Location(s):
  • Africa
    • Liberia
Posted in Social Emotional Learning
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