1. Protecting Education in Times of Crisis in Africa

The report brings together community voices, school-level realities, and policy analysis to show that education in emergencies remains underfunded, policies are weakly implemented, and marginalised groups such as girls, displaced learners, and children with disabilities face compounded barriers. It highlights locally led strategies – flexible and alternative learning models, community-built classrooms, informal assessment, and grassroots protection and psychosocial support. It sets out the core advocacy priorities of investing in and supporting teachers, resourcing crisis-resilient and inclusive public education systems, strengthening community participation and localisation, expanding flexible learning pathways, improving school safety and crisis-sensitive data systems, and securing multi-year, equitable financing for Education in Emergencies (EiE).

Significant progress has been made in the expansion and evolution of an education in emergencies (EiE) data and evidence ecosystem since the EiE field first began to coalesce in the mid-1990s, and with the founding in 2000 of the Inter-agency Network for Education in Emergencies (INEE).

This JEiE Special Issue on Mobilizing an Effective, Equitable, and Just Data and Evidence Ecosystem for Education in Crisis and Conflict Contexts prompts EiE researchers, practitioners, and policymakers to consider what it may take to address the limitations of the current data and evidence systems and ensure that these systems are accountable— not only to donors and institutions but to learners, families, educators, and crisis-affected communities.

Ce rapport présente les résultats d’une revue de littérature sur le développement professionnel des enseignants (DPE) pour la pédagogie sensible au genre (PSG) en Afrique subsaharienne (ASS). L’analyse montre que la mise en œuvre efficace de la PSG nécessite une formation systématique qui aborde de manière holistique les attitudes et biais des enseignants, les équipe de
stratégies pratiques pour la classe, et promeut des  environnements d’apprentissage inclusifs. Les preuves issues de pays comme le Ghana et le Sénégal démontrent qu’une PSG bien mise en œuvre peut améliorer les résultats éducatifs pour tous les apprenants, accroître la participation et la rétention des filles à l’école, et contribuer à une transformation sociale plus large vers l’égalité de genre.

Developed under the Regional Teachers’ Initiative for Africa (RTIA), the Gender Responsive Pedagogy framework provides guidance on strengthening teacher capacity to promote inclusive, equitable, and gender-responsive learning environments in Africa.