When children and young people have missed out on education or had education interrupted by conflict or crisis, an Accelerated Education Program (AEP) may be appropriate. This Guide provides 10 key principles that describe global good practices in Acceler

The 10 Principles for Effective Practice for Accelerated Education  are accompanied by this Guide that specifies key definitions, essential information, recommended actions based on good practice, indications of challenges, examples, case studies, and sug

The Pocket Guide to Inclusive Education in Emergencies published by INEE's Task Team on Inclusive Education and Disability, is a quick reference guide to help practitioners make sure that education in emergencies is accessible and inclusive for everyone,

Why are the levels of children's learning far below expected in many countries? Why do many children not finish schools despite efforts to improve the quality of education? Many children around the world see education as something impossible because they

Many children around the world find education impossible because they are taught in a language they don't understand. This guide offers advice on how to make school systems in low- and middle-income countries work better in today’s multilingual world. Thi

Ethnic minority children in Vietnam score much lower on mathematics and reading tests than do ethnic Vietnamese (Kinh) children. This paper examines the acquisition of mathematics and reading skills in Vietnam, using the Young Lives household survey data

The Pocket Guide outlines some of the common challenges that children and young people with disabilities might face with education in or after an emergency. It discusses some of the constraints of concerns that teachers may have and offers practical ideas

The most disadvantaged children are also the most likely to miss out on school. So how do you deliver good-quality, inclusive education for children from minority ethnic communities, disabled children, girls facing discrimination or children in conflict-a

The report considers the extent to which the language used for teaching and learning can be a key barrier or enabler in achieving national and international education commitments. It examines the most appropriate policy and investment actions for national

In many countries of the world, large numbers of children start school, only to find their teachers are speaking to them in a language they don’t understand. In other places, teachers start by communicating with children in their own language, but as soon