The number of people displaced by war, persecution, or violence has reached its highest point since World War II—more than 70 million refugees and internally displaced people. Understanding the needs of teachers in refugee settings is critical to providing stability and continuity for children affected by displacement.
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30 Jun 2018
Lebanon hosts 1.5 million Syrians who have fled conflict in Syria, as well as 34,000 Palestine refugees from Syria. Over half of the school-aged children in this population are not enrolled in a certified education program. AIR designed and implemented an impact evaluation of the No Lost Generation ("Min/Ila") child-focused cash transfer program; this report shares the findings from that evaluation.
11 May 2017
Although the use of cash transfers in social safety programming in Africa is relatively well documented, existing evidence on the use of cash transfers for humanitarian aid purposes in Africa is limited. UNICEF and three partner organizations collaborated to deliver what was at the time the single-largest unconditional cash transfer programme for humanitarian response in the Democratic Republic of the Congo. Based on an analysis of extensive quantitative and qualitative data collected by the ARCC partners, as well as additional qualitative data collection in the field, AIR and UNICEF used evaluation methods to investigate the effects of the ARCC II programme.
14 Dec 2015
Teachers are a critical resource for children in refugee and emergency settings. This article explores field research conducted in Algeria and Ethiopia, finding that cost-effective policies and technical responses that begin to address teacher retention challenges will affect student achievement, reinvigorate teaching forces, and attract new teachers to serve in even the most difficult contexts.
11 Dec 2015
Teacher quality is recognized as a primary driver of variation in student learning outcomes, particularly in refugee and emergency settings, but few studies have examined the factors that motivate or demotivate teachers in these contexts. This article examines secondary source materials from academic experts and gray literature from United Nations agencies and nongovernmental organizations to identify seven key areas that affect teacher retention in refugee and emergency settings.
Although there has been less experience with universal cash transfers (UCTs) in Africa, particularly in humanitarian settings, they are among the more promising options for delivering assistance. In order to help fill the evidence gap on cash transfers in humanitarian settings, AIR partnered with UNICEF-DRC to compile and analyze data and lessons learned from the Alternative Responses for Communities in Crisis (ARCC) II program in the Democratic Republic of the Congo.