Education Cannot Wait (ECW), the Inter-agency Network for Education in Emergencies (INEE) and the United Nations Girls’ Education Initiative (UNGEI), today launched a new toolkit to support stronger integration of gender equality in education responses for children and youth in countries affected by emergencies and protracted crises.

In the lead up to International Women’s Day 2021 on 8 March 2021 – ECW, INEE and UNGEI – three partners working together for gender equality in education in emergencies (EiE), have joined forces to launch a toolkit promoting gender-responsive and inclusive education interventions in emergency & protracted crises settings.

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3 March 2021, New York – Education Cannot Wait (ECW), the Inter-agency Network for Education in Emergencies (INEE) and the United Nations Girls’ Education Initiative (UNGEI), today launched a new toolkit to support stronger integration of gender equality in education responses for children and youth in countries affected by emergencies and protracted crises.

Armed conflicts, forced displacement, climate-induced disasters, health emergencies and other crises increase barriers to safe, quality education, especially for vulnerable children and youth. Girls, boys, women and men experience these barriers to education in different ways, resulting in an exacerbation of pre-existing gender inequalities and vulnerabilities. This is especially true during the COVID-19 pandemic which continues to cause unprecedented disruptions to learning worldwide for millions of crisis-affected girls and boys.

“As the world strives to address and recover from global impacts of the COVID-19 pandemic, we must apply lessons learnt from previous crises. We know the tragic hardship that looms ahead for millions of girls and other vulnerable children and youth living in crisis settings. We can’t say we did not know. Unless we protect and empower them urgently with the safety, hope and opportunity of quality, inclusive education, we will have failed both them and ourselves. There is no excuse not to act now,” said Yasmine Sherif, Director of Education Cannot Wait, the global fund for education in emergencies and protracted crises. “In launching this new toolkit with our partners, we appeal to all education stakeholders to join us in putting gender equality at the centre of our collective emergency response to the pandemic. At Education Cannot Wait, we are committed to making girls’ education a reality across our investments, boldly, firmly and passionately.”

Previous health emergencies, like Ebola, Zika and SARS, led to school closures which disproportionately affected girls and women. In crises, adolescent girls are particularly vulnerable and face increased risks of sexual exploitation, gender-based violence, child marriage and early pregnancy. This is proving to be the case with the COVID-19 pandemic. Analysis conducted by UNHCR and the Malala Fund already show that 50 per cent of refugee girls in secondary school may not ever return when their classrooms open. This is why the new ‘EiE-GenKit’ comes as a timely, ground-breaking resource for aid practitioners to ensure education in emergencies interventions are both gender-responsive and inclusive.

“Education plays a key role in redefining gender norms in any situation, but especially in humanitarian situations, where a good education that is gender-transformative can break cycles of violence and promote tolerance and reconciliation,” said Antara Ganguli, Director of the UN Girls’ Education Initiative, “We must harness this potential and ensure that all learners of all genders are able to contribute equally and positively to their communities’ recovery, as a cornerstone of sustainable peace and development”.

When gender-responsive, quality, inclusive education is available to all – including crisis-affected girls and boys – it has the potential to transform children’s futures, build up societies and lead to sustainable peace. The ‘EiE-GenKit’ equips education practitioners with the tools to achieve that vision.

“Now is the time to leverage the power of education in emergencies. Together we can reverse gender inequalities and transform education for women and girls, men and boys. We must commit to leave no one behind,” said Dean Brooks, Director of the Inter-agency Network for Education in Emergencies.

The ‘EiE-GenKit’ was developed over two years through an extensive consultation process involving the review of over 150 existing education in emergencies and gender resources, with contributions from over 80 global, regional and country level gender and EiE experts and other stakeholders.

The toolkit is based on internationally recognised minimum standards and guidelines and is closely aligned with the Inter-Agency Standing Committee (IASC) Gender Handbook, the INEE Minimum Standards for Education and the INEE Guidance Note on Gender.


Notes to editors:

For more information and to download the EiE-GenKit, visit:

For press inquiries:

Education Cannot Wait:

Anouk Desgroseilliers,, +1-917-640-6820

Kent Page,, +1-917-302-1735

About Education Cannot Wait (ECW):

ECW is the first global fund dedicated to education in emergencies and protracted crises. It was launched by international humanitarian and development aid actors, along with public and private donors, to address the urgent education needs of 75 million children and youth in conflict and crisis settings around the world. ECW’s investment modalities are designed to usher in a more collaborative approach among actors on the ground, ensuring relief and development organizations join forces to achieve education outcomes. Education Cannot Wait is hosted by UNICEF. The Fund is administered under UNICEF’s financial, human resources and administrative rules and regulations, while operations are run by the Fund’s own independent governance structure.

UN Girls’ Education Initiative:

Gloria Diamond,

Emilie Rees-Smith,

About the UN Girls’ Education Initiative (UNGEI): 

UNGEI is a global, intergenerational partnership united by a shared commitment to advancing gender equality in and through education. UNGEI provides a platform for coordinated advocacy and collective action in order to break down barriers to education, close the gender gap and unlock its transformative power for all girls, everywhere. For more than two decades the UNGEI partnership has been championing gender-responsive education systems, policies and practices – speaking out as one and holding the international community to account.

Inter-agency Network for Education in Emergencies (INEE)

Laura Davison:

Lauren Gerken:

About INEE:

The Inter-agency Network for Education in Emergencies (INEE) is an open, global network that works to ensure all persons the right to quality education and a safe learning environment in emergencies and post-crisis recovery. INEE is composed of more than 18,000 practitioners, students, teachers, staff from UN agencies, non-governmental organizations, donors, governments (including Ministries of Education), and universities who work together within a humanitarian and development framework. INEE serves its members through the core functions of community-building, convening diverse stakeholders, maintaining knowledge management, amplifying and advocating, facilitating and learning, and providing members with the resources and support they need to carry out their work on education in emergencies.


The Global Education Cluster (GEC), the UN Refugee Agency (UNHCR), and Inter-agency Network for Education in Emergencies (INEE) are delighted to announce the launch of the Initiative for Strengthening Education in Emergencies Coordination (ISEEC).

The Global Education Cluster (GEC), the UN Refugee Agency (UNHCR), and Inter-agency Network for Education in Emergencies (INEE) are delighted to announce the launch of the Initiative for Strengthening Education in Emergencies Coordination (ISEEC).

The launch of ISEEC marks the continuation and formalization of a partnership between the three entities initiated by the Education Cannot Wait funded Global Partners Project (2017-2020) to strengthen education sector coordination during emergencies. In the spirit of this project and our joint pledge at the 2019 Global Refugee Forum to strengthen the quality of education sector coordination, the GEC, UNHCR and INEE will work together through ISEEC to further five key actions:

  • Build shared understanding and acceptance of different education in emergencies coordination systems and ways of working
  • Introduce structural and systemic opportunities for dialogue, exchange and collaboration
  • Allocate time and resources for joined-up coordination and streamlined planning processes
  • Join up coordination at preparedness stage and from the very start of a response
  • Invest in communication, exchange and capacity building between global, national and sub-national education in emergencies coordination systems

As part of the Global Partners Project, the Overseas Development Institute produced an evidence base on joint coordination. Building on its findings and recommendations, the partners will use ISEEC to advance these five actions to improve joint coordination, planning and response emerging. Consult the new report Education in Emergencies Coordination: Harnessing Humanitarian and Development Architecture for Education 2030 to learn more.

Through ISEEC, the GEC, UNHCR and INEE will champion partnership and collaboration across coordination systems by working together to mainstream collaborative approaches at global level and promote joined-up education in emergencies coordination at national and sub-national levels. Investing in strong coordination is integral for an effective, efficient and agile response to growing education needs of children and youth in humanitarian contexts.

Learn more about ISEEC here.


Le cluster éducation mondial (GEC), l’Agences des Nations Unies pour les réfugiés (HCR), et le Réseau inter-agences pour l’éducation en situations d’urgence  (INEE) ont le plaisir de vous annoncer le lancement de l’initiative de renforcement de la coordination de l’éducation en situations d’urgence (ISEEC).

Le lancement de l’ISEEC marque la poursuite et l’officialisation d’un partenariat entre les trois entités initiées par le projet “Education Cannot Wait” financé par Global Partners Project (2017-2020) pour renforcer la coordination du secteur de l’éducation dans les situations d’urgence. Dans l’esprit de ce projet et de notre engagement commun lors du Forum mondial des réfugiés de 2019 à renforcer la qualité de la coordination du secteur de l’éducation, le GEC, le HCR et l’INEE travailleront ensemble par le biais de l’ISEEC pour mener à bien cinq actions clés :

  • Développer une compréhension et une acceptation communes des différents systèmes de coordination et des méthodes de travail en matière d’éducation dans les situations d’urgence
  • Introduire des possibilités structurelles et systémiques de dialogue, d’échange et de collaboration
  • Allouer du temps et des ressources pour une coordination conjointe et des processus de planification uniformisés
  • Assurer la coordination au stade de la préparation et dès le début de la réponse
  • Investir dans la communication, l’échange et le renforcement des capacités entre les systèmes de coordination de l’éducation en situations d’urgence aux niveaux mondial, national et infranational

Dans le cadre du projet Global Partners, l’Overseas Development Institute a produit une base de données probantes sur la coordination conjointe. Sur la base de ses conclusions et recommandations, les partenaires utiliseront l’ISEEC pour faire progresser ces cinq actions afin d’améliorer la coordination, la planification et la réponse communes qui se dessinent. Consultez le nouveau rapport Coordination de l’Éducation en Situations d’Urgence: Exploiter l’architecture humanitaire et de développement pour l’agenda Éducation 2030 pour en savoir plus.

Par l’intermédiaire de l’ISEEC, le GEC, le HCR et l’INEE soutiendront partenariat et  collaboration entre les systèmes de coordination en travaillant ensemble pour intégrer les approches collaboratives au niveau mondial et promouvoir une éducation commune dans la coordination des situations d’urgence aux niveaux national et sous-national. Investir dans une coordination solide est essentiel pour répondre de manière efficace, efficiente et souple aux besoins éducatifs croissants des enfants et des jeunes dans des contextes humanitaires.


El Clúster  Global de Educación (GEC), el alto Comisionado para los Refugiados de las ONU (ACNUR) y la Red Interagencial para la Educación en Situaciones de Emergencias (INEE) se complacen en anunciar el lanzamiento de la Iniciativa para el Fortalecimiento de la Coordinación de la Educación en Situaciones de Emergencias (ISEEC).

El lanzamiento de la ISEEC marca la continuación y formalización de una alianza entre las tres entidades iniciada por el Proyecto Global Partners (2017-2020) financiado por Education Cannot Wait (ECW) para fortalecer la coordinación del sector educativo durante situaciones de emergencias. En el espíritu de este proyecto y nuestro compromiso conjunto en el Foro Global de Refugiados de 2019 de fortalecer la calidad de la coordinación del sector educativo, el GEC, el ACNUR y la INEE trabajarán juntos a través de la ISEEC para promover cinco acciones clave:

  • Construir un entendimiento y aceptación compartidos sobre los diferentes sistemas de coordinación de educación en emergencias y las respectivas formas de trabajo
  • Introducir oportunidades estructurales y sistémicas para el diálogo, el intercambio y la colaboración.
  • Asignar tiempo y recursos para la coordinación conjunta y procesos de planificación optimizados.
  • Unir la coordinación en la etapa de preparación, y desde el comienzo de la respuesta
  • Invertir en comunicación, intercambio y desarrollo de capacidades entre los sistemas de coordianción de emergencias a nivel global, nacional y subnacional.

Como parte del Global Partners Project, el Overseas Development Institute elaboró una base de evidencias sobre la coordinación conjunta. Sobre la base de los hallazgos y recomendaciones, los socios utilizarán la ISEEC para promover estas cinco acciones para mejorar la coordinación conjunta, la planificación y la respuesta. Consulte el nuevo informe Coordinación de la educación en situaciones de emergencia: Aprovechar la arquitectura humanitaria y del desarrollo para la Educación 2030 para obtener más información.

A través de la ISEEC, el GEC, el ACNUR y la INEE fortaleceran la asociación y la colaboración a través de los sistemas de coordinación, trabajando juntos para incorporar enfoques de colaboración a nivel global y promoveran de manera conjunta la coordinación de la educación en situaciones de emergencias a nivel nacional y subnacional. Invertir en una coordinación sólida es fundamental para una respuesta eficaz, efectiva y ágil a las crecientes necesidades educativas de los niños, niñas y jóvenes en contextos humanitarios.


O Cluster Global de Educação (CGE), a Agência das Nações Unidas para Refugiados (ACNUR) e a Rede Interinstitucional para a Educação em Situações de Emergência têm o prazer de dar a conhecer o lançamento da Iniciativa para o Fortalecimento da Coordenação da Educação em Situações de Emergência (ISEEC).

O lançamento desta Iniciativa marca a formalização e a continuidade da parceira estabelecida entre estas três entidades no âmbito do projeto Projeto Parceiras Globais (2017-2020) financiado pelo Fundo a Educação Não Pode Esperar, com o intuito de fortalecer a coordenação sectorial durante situações de emergência. No espírito deste projeto e do nosso compromisso conjunto no Fórum Global sobre Refugiados em 2019 em fortalecer a qualidade da coordenação no sector de educação, o CGE, o ACNUR e a INEE trabalharão em conjunto através da IFCEE nem torno de cinco acões-chave:

  • Construir um entendimento comum e a aceitação de diferentes sistemas de coordenação e formas de trabalho em educação em situações de emergências
  • Criar oportunidades de diálogo, partilha e colaboração estruturais e sistémicas
  • Alocar tempo e recursos para coordenação conjunta e processos de planeamento alinhados
  • Coordenação conjunta durante a etapa de preparação e desde a fase mesmo inicial da resposta
  • Investir na comunicação, intercâmbio e capacitação de sistemas de coordenação de educação em situações de emergência globais, nacionais e locais

Ainda no âmbito do Projeto Parcerias Globais, o Overseas Development Institute reuniu um conjunto de evidências sobre coordenação conjunta. Com base nas conclusões apresentadas nessas evidências, os referidos parceiros vão potenciar a IFCEE para promover estas cinco ações e melhorar a coordenação conjunta, o planeamento e a resposta que sejam necessárias. Consulte o novo relatório: Education in Emergencies Coordination: Harnessing Humanitarian and Development Architecture for Education 2030 para saber mais.

Através desta Iniciativa, o CGE, ACNUR e a INEE vão liderar o estabelecimento de novas parcerias e a colaboração, de forma geral, nos sistemas de coordenação trabalhando em conjunto com vista à implementação de abordagens colaborativas transversais, à escala global; bem como a promover a coordenação conjunta de educação em situações de emergência ao nível nacional e local. Investir no fortalecimento da coordenação é crucial para uma resposta efetiva, eficiente e ágil às crescentes necessidades de crianças e jovens em contextos humanitários.


يسر مجموعة التعليم العالمية (GEC) ، ومفوضية الأمم المتحدة لشؤون اللاجئين (UNHCR) ، والشبكة المشتركة بين الوكالات للتعليم في حالات الطوارئ (INEE) أن تعلن عن إطلاق مبادرة تعزيز تنسيق التعليم في حالات الطوارئ (ISEEC) لتعزيز الترابط، انضم إلى تنسيق قطاع التعليم الذي يعمل على تحسين نتائج التعليم للأطفال والشباب المتضررين من الأزمات.

يمثل إطلاق ISEEC استمرارًا وإضفاء للطابع الرسمي على الشراكة بين الكيانات الثلاثة التي بدأها مشروع الشركاء العالميين الممول من التعليم (2017-2020) لتعزيز تنسيق قطاع التعليم أثناء حالات الطوارئ. انطلاقاً من روح هذا المشروع وتعهدنا المشترك في المنتدى العالمي للاجئين لعام 2019 لتعزيز جودة التنسيق في قطاع التعليم، ستعمل كل من مجموعة التعليم العالمية ومفوضية الأمم المتحدة لشؤون اللاجئين والشبكة المشتركة بين الوكالات للتعليم في حالات الطوارئ معًا من خلال مبادرة تعزيز تنسيق التعليم في حالات الطوارئ لتعزيز خمسة إجراءات رئيسية:

  •  بناء فهم مشترك وقبول لمختلف أنواع التعليم أثناء عمليات التنسيق في حالات الطوارئ وطرق العمل المختلفة.
  • تقديم فرص للحوار والتبادل والتعاون في هيكلية ومنهجية مؤسسات التعليم المختلفة.
  • تخصيص الوقت والموارد للتنسيق المشترك وتبسيط عمليات التخطيط.
  •  الانضمام منذ البداية في عمليات التنسيق ومرحلة التأهب منذ بداية الاستجابة لاي طارئ.
  •  الاستثمار في الاتصال والتبادل وبناء القدرات بين التعليم العالمي والوطني ودون الوطني بين أنظمة التنسيق في حالات الطوارئ.

كجزء من مشروع الشركاء العالميين، أنتج معهد التنمية الخارجية قاعدة أدلة بشأن التنسيق المشترك، وبناءً على النتائج والتوصيات التي خرج بها المعهد ، سيستخدم الشركاء ISEEC هذه النتائج لتعزيز هذه الإجراءات الخمسة لتحسين التنسيق المشترك والتخطيط والاستجابة الناشئة. راجع التقرير الجديد “تنسيق التعليم في حالات الطوارئ: تسخير البنية الإنسانية والإنمائية للتعليم 2030” لمعرفة المزيد.

من خلال مبادرة تعزيز تنسيق التعليم في حالات الطوارئ، ستعمل كل من مجموعة التعليم العالمية ومفوضية اللاجئين والشبكة المشتركة بين الوكالات للتعليم في حالات الطوارئ على تعزيز الشراكة والتعاون عبر أنظمة التنسيق من خلال العمل معًا لتعميم النهج التعاونية على المستوى العالمي، وتعزيز مفاهيم التنسيق في حالات الطوارئ والتعليم المشترك على المستويين الوطني ودون الوطني. يعد الاستثمار في التنسيق القوي جزءًا لا يتجزأ من الاستجابة الفاعلة والفعالة والسرعة لاحتياجات التعليم المتزايدة للأطفال والشباب في السياقات الإنسانية.


By Yasmine Sherif, Dean Brooks and Mary Mendenhall

Teachers are at the heart of children and young peoples’ educational experiences. Teachers play multiple roles in their students’ lives by supporting their learning, providing them with inclusive and safe environments to grow and develop, and helping them become more confident as they make their way in the world. As we commemorate World Teachers’ Day on Monday, 5 October and its theme–Teachers: Leading in Crisis, Reimagining the Future--we must recognize the inspiring and transformative role that teachers working in armed conflicts, forced displacement, climate change induced disasters and protracted crises play in their students’ lives.

Even before the global pandemic, the lives and education of 75 million children and youth worldwide were already disrupted by crisis. Teachers living and working in these settings provide a lifeline to the young people desperate to be learning in school. Yet, they are often placed in classrooms with little to no training or professional development, and expected to work miracles with few teaching and learning resources and insufficient compensation. They also regularly encounter over-crowded classrooms with mixed-age students who need both academic and social-emotional support. All too often, teachers, schools and students are also subject to violent attacks, particularly in armed conflict settings.

Despite these challenges, teachers persist. They provide a sense of stability and structure in their classrooms that is desperately needed amidst unrest and displacement. Teachers working in these environments are innovative and resourceful in meeting the learning and development needs of their students. These teachers are forced to reimagine education and the futures of their learners everyday, something they were doing even before the coronavirus pandemic further exacerbated the challenges they already faced.

In Kakuma refugee camp in northwestern Kenya, a Kindergarten teacher (a refugee from Uganda) created a garden inside her classroom to help her students learn about soil, seeds, markets and communities since there weren’t enough textbooks for her students to learn these topics. Despite the additional challenges posed by the COVID-19 pandemic, teachers’ unwavering commitment has continued, including the adoption of digital and remote learning tools and methods. As Mona Ibrahim, a teacher in Lebanon describes, ‘We used these tools during the 2012 conflict, as well as during the 2014 conflict, and now we are using it during the crisis of the coronavirus.

Teachers working in contexts affected by conflict and disasters often experience the same disruption, violence, and displacement as their students. While they work tirelessly to provide psychosocial support to their students, they are rarely provided with this support themselves. A Somali refugee teacher in Kakuma refugee camp shared this sentiment in a recent report on teacher well-being: “All my problems which I’m getting at home, I’m just carrying them to the school.”

In many settings, compounding crises, suspended teacher salary payments and schools regularly coming under attack mean teachers are often forced to find alternative sources of income to provide for their families. In Yemen, an estimated 160,000 teachers and school-based staff have not received regular salary payments since 2016 due to the ongoing famine, conflict and spread of disease. This is why Education Cannot Wait (ECW) and other education leaders are today calling for the resumption of teacher salary payments and training for Yemeni teachers, and why ECW funds teacher training and, in certain contexts, provides incentives for teachers in crisis-affected areas.

To respond to teachers’ needs, our organizations, Education Cannot Wait and the Inter-agency Network for Education in Emergencies (INEE) have forged a new partnership to build a toolkit that focuses on teacher well-being, particularly in emergency settings – a resource that will be developed in collaboration with teachers. The toolkit will further supplement the INEE Minimum Standards for Education: Preparedness, Response, Recovery, the global framework for delivering quality education in emergencies, and the work of INEE’s Teachers in Crisis Contexts Collaborative.

Concrete action steps like this are important. Better support for teachers working in crisis contexts will help ensure that millions of children and youth receive the right to inclusive and equitable quality education, and that global commitments—such as the Sustainable Development Goals and the Global Compact on Refugees—are fulfilled.

Based on our respective work – both in financing and guiding the development of inter-agency standards, tools and support for education in emergencies, here are five additional ways that national governments, donors, and all relevant global, regional, national, and local stakeholders – and teachers themselves – can work together to improve teacher policies and practices:

  • Prioritize teachers from the very onset of an emergency, through to recovery and development, with increased financial investments, better data, and effective planning so that adequate numbers of teachers, including female and minority teachers, are teaching where and when they are needed most.
  • Respect teachers, including volunteers and facilitators, as individuals and professionals with appropriate and equitable recruitment policies, pay and employment terms, and working conditions.
  • Enable teachers to support all learners by continuously investing in and dramatically improving the nature and quality of teacher preparation, continuous professional development, and sustained support.
  • Support teachers’ well-being, recognizing the impact of crises on teachers in their own lives and in their ability to do their work, and providing comprehensive support to teachers at the individual, school, community, and national levels.
  • Listen to teachers’ experiences and opinions, by including them in decision-making bodies and coordination mechanisms, program design and implementation, and research efforts.

Ongoing armed conflicts, crises and disasters have pushed millions of children and youth out of school around the world. Today’s ongoing health pandemic is doing further damage by rolling back progress that has been made in many places to get children and youth back into school and learning, especially for girls. Despite the compounding impact of COVID-19, it has also heightened our awareness of the vital role that teachers play. Now more than ever, we have a chance to transform education systems through the support we provide to teachers. Let us work together to do just that. Teachers around the world deserve nothing less.


Yasmine Sherif is the Director of Education Cannot Wait. To donate to Education Cannot Wait’s work for teachers and students in emergencies, visit and follow @EduCannotWait on Twitter.

Dean Brooks is the Director of the Inter-agency Network for Education in Emergencies. To find out more about INEE and to access inter-agency tools and resources to support teachers in crisis contexts please visit and follow @INEEtweets on Twitter.

Mary Mendenhall, Ed.D., is an Associate Professor of Practice at Teachers College, Columbia University and a member of the INEE Teachers in Crisis Contexts Collaborative. To learn more about Dr. Mendenhall’s work, see her faculty profile and refugee education projects at Teachers College, and follow her at @marymendenhall1 on Twitter.

Coordinating Education in Crises

We are delighted to announce the launch of the Overseas Development Institute’s (ODI) suite of reports on strengthening coordinated education planning and response among humanitarians, and with development actors. Independently researched and produced by ODI, the reports were commissioned in partnership by the Global Education Cluster (GEC), the Inter-agency Network for Education in Emergencies (INEE), and UNHCR, the UN Refugee Agency, with funding from the Education Cannot Wait global fund for education in emergencies (ECW).

Education is a powerful tool and a source of hope for children and youth affected by humanitarian emergencies, providing knowledge, skills, and competencies for a better future. Yet over 75 million children currently have their education disrupted by humanitarian emergencies and protracted crises – a situation further compounded by the current COVID-19 pandemic. With this in mind, generous support from ECW enabled the GEC, INEE and UNHCR to come together to strengthen joint planning, coordination and response, with the ultimate goal of supporting the education of children and youth living in emergencies and protracted crises contexts.

ODI was commissioned to undertake independent research to develop this evidence base, comprising of an analytical framework, 6 country case studies covering Ethiopia, Democratic Republic of the Congo, Iraq, Bangladesh, Chad and Syria, and a synthesis report which outlines recommendations for action from key stakeholders and actors across diverse contexts.

Read the full suite of reports here (English only):


Individual reports can be downloaded at the following links:


You are cordially invited to join GBC-Education and INEE for a webinar showcasing how business and implementation partners can use the Rapid Education Action (REACT) digital platform to deliver much-needed resources to children caught in conflict. The webinar features a panel discussion with expert voices from Education Cannot Wait, INEE, Avanti Communications and ARUP International Development.

React20 March 2019 from 9:00-10:00am (New York time zone)

You are cordially invited to join GBC-Education and INEE for a webinar showcasing how business and implementation partners can use the Rapid Education Action (REACT) digital platform to deliver much-needed resources to children caught in conflict. The webinar features a panel discussion with expert voices from Education Cannot Wait, INEE, Avanti Communications and ARUP International Development.

REACT is a matchmaking platform that channels support from businesses – in the form of financial and in-kind contributions, technical expertise, and employee volunteers – to NGOs and other organizations providing educational opportunity in emergency situations.

During the webinar, GBC-Education will conduct a live demonstration of the REACT digital platform ( Attendees will learn how to register for an account and request urgent resources on the website to get matched with and receive support from appropriate private sector organizations. Click to read more in the REACT flyer.

The demonstration will be followed by a panel discussion with:

Yasmine Sherif, Director, Education Cannot Wait

Dean Brooks, Director, INEE

Graham Peters, Managing Director, Avanti Communications

Hayley Gryc, Associate, ARUP International Development

Panelists will share insights on the importance of public-private partnerships in education in emergencies, lessons learned from navigating the REACT partnership process, and useful tips on how to more effectively work across the sectors to harness meaningful partnership opportunities.