Our local partner, GHESKIO officially marked the completion of the RHELP pilot program with a heartwarming and impactful closing ceremony!

This milestone is a testament to what can be achieved when innovation meets unwavering community dedication. Our partners at GHESKIO gathered to celebrate the educators, families, and young learners who made this journey possible.

Faced with ongoing political instability and severe disruptions to traditional schooling, this program successfully adapted a phone- and hybrid-based learning model to meet families exactly where they are. Over the course of the project, we didn’t just keep education going, we watched parents step into their power as primary learning guides, and we saw young children maintain critical developmental milestones despite prolonged crises.

TIES’ Co-Founder Larry Aber spoke at a high-level dialogue: Protecting Children from Conflict: A Shared Responsibility, co-hosted by the Permanent Mission of the Republic of Kazakhstan to the UN and the Women's International Forum (WIF).

The dialogue focused on bridging the gap between political commitments and ground-level efforts to safeguard children from the impacts of conflict. Larry discussed his extensive, years-long research on the long-term impacts of conflict on children and youth. He highlighted the vital importance of family, education, and early childhood development in the recovery process.

In partnership with our incredible local partner in Haiti, GHESKIO, data collection has begun for the Haiti Remote and Hybrid Early Learning Program (RHELP).

Amid ongoing instability, economic crises, and severe service disruptions, young children in Haiti face massive barriers to consistent, high-quality early childhood education. When classrooms are inaccessible, we have to look for new ways to reach them.

Building on successful evidence-based models previously evaluated in the Middle East, RHELP is testing how remote and hybrid early learning models can be adapted to support children’s holistic development and school readiness during times of crisis.

Through this data collection phase, our goals are to:

• Test Feasibility: Understand how remote early learning support can be delivered effectively in hard-to-access settings.

• Measure Impact: Generate actionable evidence on children's learning outcomes and caregiver engagement.

• Inform the Future: Build a global evidence base for early childhood education in crisis-affected regions.

NYU’s Global TIES research finds that introducing an Arabic version of Sesame Street, along with support services, helped kids ‘not just survive, but thrive’

New Research Shows Substantial Impact on Children’s Learning from Groundbreaking Ahlan Simsim Initiative Combining Educational Media and Early Childhood Services

Conducted by NYU researchers, major studies show the efficacy of Sesame Workshop and International Rescue Committee’s initiative for children affected by conflict and crisis, through a local version of Sesame Street and a new approach to remote preschool

Science is the most useful when it catalyzes change. In this tool, we provide actionable recommendations and guidance on how to best support education in emergencies, to get the evidence into the capable hands of the education stakeholders.

An accompanying interactive infographic to the working paper #1 from the Education Research in Conflict and Protracted Crisis (ERICC) Research Programme Consortium. This paper outlines the theoretical framework governing the studies to be deployed throughout the Consortium's lifetime.

Working paper #1 from the Education Research in Conflict and Protracted Crisis (ERICC) Research Programme Consortium. This paper outlines the theoretical framework governing the studies to be deployed throughout the Consortium's lifetime.

This brief is prepared to provide recommendations on promising and practical approaches to support education during the acute crises period in Ukraine and to mitigate the impacts of the Russian invasion on children’s learning and wellbeing. It is primarily designed to support multilateral and bilateral organizations, as well as other actors and stakeholders, to identify priorities and approaches to support education for children affected by the Ukraine crisis. In this brief, we provide:

1. An overview of the conditions of education for Ukrainian children thus far

2. Options and priorities for supporting the children affected by the Russian Invasion, both (a) for the children remaining in Ukraine and (b) for the Ukrainian refugee children in neighboring host countries.

3. State of evidence and implications of future responses and research

NYU News recently sat down with Aber and Ha Yeon Kim, a senior researcher for ERICC and senior research scientist at Global TIES for Children, for a conversation on mitigating the disruptions to children’s education in crisis-affected countries and possible interventions for children unable to attend school.

image: A tent school established by the International Rescue Committee to provide Syrian refugee children in Lebanon with remedial programming / Courtesy of Global TIES

Multi-year, International research programme to focus on building the global evidence base for education in emergencies.

image credit: Towfiqu barbhuiya (@towfiqu999999 on Unsplash)