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.

Gobee, a prototype assessment tool for emergency settings, set out to make it easier for teachers and facilitators to measure children’s learning progress. Following the initial stages of development, War Child and NYU Global TIES share their learnings and publish the codes on an open-source platform.

This study, led by Global TIES for Children at New York University in collaboration with the International Rescue Committee (IRC) research team, is an implementation study of a new intervention co-designed by the Ministry of Health (MoH) in Jordan, the IRC, and Sesame Workshop. This intervention seeks to increase families’ access to early childhood development (ECD) information and activities through the expansion of MoH midwife training beyond physical health and nutrition to other aspects of ECD, such as managing child behavioral challenges and supporting early learning,

and the incorporation of such additional content into well-child visits for children ages 0 to 5 years old.

Despite widespread enthusiasm for remedial education programming with refugee populations, there is little rigorous evidence on how to design and implement such programs. We employ a cluster-randomized design of non-equivalent treatment groups to test the impact of access to two types of program enhancement: longer program duration and the addition of skilltargeted social and emotional learning (SEL) activities for Syrian refugees enrolled in Lebanese public schools. We find that, compared to 10 weeks of programming, 26 weeks marginally increases students’ literacy skills (ES = 0.04) and significantly improves behavioral regulation (ES = 0.31), but students reported less positive perceptions of their public school environment (ES= −0.83 to −0.89) and remedial tutoring site (ES= −0.15 to −0.24). We also find that the addition of skill-targeted SEL activities to 26 weeks of programming results in higher student reports of school-related stress compared to programming without skill-targeted activities (ES = 0.21). Implications for program and policy are discussed.

Reach Up and Learn (RUL) is a home-visiting program that was introduced in Jamaica in 1975. In 2016, the International Rescue Committee (IRC), in collaboration with the Arab Resource Collective, adapted RUL for the context of Syrian and host community families in Lebanon, Jordan and Syria and integrated RUL into its education, child protection, and health programs in Jordan, Lebanon, and Syria.

This brief discusses the Core Practice approach for transforming teacher professional development, particularly in fragile contexts. It outlines how Core Practices, a set of evidence-based, high-impact teaching techniques, can enhance student learning outcomes by offering an approach that is practical, coherent, and adaptable. A Core Practice approach offers a structured and concrete practice-based learning cycle that has been shown to increase teacher uptake of practice in diverse and challenging environments. The framework also fosters a common vision and language of high-quality teaching practice, increasing collaboration and consistent messaging among educational stakeholders.

In this insightful brief, we delve into the transformative power of the Core Practice approach—a beacon of hope for educators working in challenging environments. The Core Practice framework introduces evidence-based, high-impact teaching techniques that promise not only to enhance student learning outcomes but also to provide a practical, coherent, and adaptable solution for teacher professional development.

NORRAG has brought together 48 authors from academia, humanitarian agencies, and think tanks to produce 27 papers that showcase current evidence and offer policy directions to prioritise and protect the work and well being of refugee teachers everywhere.

Since the unprecedented shift to distance learning that came with Covid lockdowns and mass school closures, increasing numbers of Education in Emergencies (EiE) actors have been turning to EdTech to find solutions to the complex challenges facing the sector. This has led to a number of emerging EdTech products and prototypes, many of which have shown great potential.

This report summarizes the results of a survey the Gobee team launched to better understand the experience of stakeholders in the Education in Emergencies (EiE) sector when it comes to EdTech in low-resource settings, with a special focus on digital assessments and what it takes to develop and maintain open-source models (OSS) and data protection regulations.

New York University’s Global TIES for Children and afikra are pleased to announce the launch of "Inside the Arab Classroom," a new podcast series that explores education traditions and innovations within Arabic-speaking nations. The series tells stories from inside Arab classrooms - from how Arabic literacy is taught to who decides what constitutes ‘good citizens’ - and aims to provoke curiosity among learners of all ages and in all contexts about the challenges to and opportunities for learning and thriving in Arab classrooms.

In August, 2023, NYU Global TIES wrapped up its main activities on Ahlan Simsim with a celebration in New York, joined by partners at Sesame Workshop and the IRC.

The last few decades have seen immense gains in global recognition of the critical importance of early childhood education (ECE). Despite this, the goal of universal ECE – as we have traditionally defined it – has remained aspirational: with little progress since 2015 toward the universal quality ECE called for in SDG 4.2. Partly, this is due to financial constraints and continued limited investment in ECE. But partly, it is because there are contexts in which setting up in-person pre-school and kindergarten classrooms is not viable.