In reflecting upon a decade of research at NYU Global TIES aimed at supporting children's holistic development within contexts of conflict and crisis, this white paper encapsulates our collective learnings from working with a network of actors in low- and middle-income and conflict affected contexts who aim to understand what works, how, and for whom. The goal of this paper is to distill insights from the diverse perspectives and experiences of dedicated researchers, inspire action, and provide recommendations for a future distinguished by inclusive and impactful outcomes.

The Holistic Learning Assessment System (HOLAS) Bank is a curated inventory of educational tools/assessments and relevant monitoring and evaluation (M&E) resources designed for use and/or implemented in Colombia and Peru.

En esta nota conceptual se describen los marcos, conceptos y métodos del proyecto en el que NYU Global TIES for Children (NYU-TIES) y la Universidad de los Andes están trabajando para fortalecer los sistemas de monitoreo y evaluación de aprendizaje holístico en Colombia y Perú (mayores receptores de familias de refugiados y migrantes venezolanos).

This concept note describes the frameworks, concepts and methods of the project in which NYU Global TIES for Children (NYU-TIES) and the Universidad de los Andes are working to strengthen holistic learning monitoring and evaluation systems in Colombia and Peru (main recipients of Venezuelan refugee and migrant families).

This document outlines the work done by NYU Global TIES to strengthen social and emotional skills and well-being assessment in Lebanon and Peru during the COVID-19 pandemic. It explains the frameworks and concepts, and outlines next steps in those countries.

In many countries, the outbreak of COVID-19 compounded crises vulnerable populations are facing. Children are among the most vulnerable, due to the potential for adverse impacts on emerging neurobiological, cognitive, social, emotional, and physiological developmental systems. That is why now more than ever, coherent, timely, and cost-effective policy responses are needed to support children’s remarkable capacities for resilience. But the ability to develop meaningful policy responses is predicated upon education systems’ own capacities for rapidly generating and using evidence on how children, caregivers, teachers, and principals are doing and what they are experiencing. In this brief, we share efforts NYU-TIES has taken in collaboration with government agencies in Lebanon and Peru and with non-governmental organizations (NGOs) in Lebanon to strengthen education systems’ capacity for assessing social and emotional skills and well-being among host-country and refugee populations.