Going global with the Happy Schools framework: supporting holistic school happiness to improve teaching, learning and well-being
This paper outlines the vision for scaling up the Happy Schools Project (HSP) globally.
This paper outlines the vision for scaling up the Happy Schools Project (HSP) globally.
This Technical Review guides the design, implementation and monitoring of school feeding programmes in refugee settings.
This guide aims to help multisector actors to address the food security and nutrition needs of children during periods of extended or intermittent school closure due to a pandemic or other emergency. The collaboration of schools and food banks in this effort is the primary focus.
This second Global Education Evidence Advisory Panel (GEEAP) report draws on insights from the latest research to document the impacts of and responses to Covid-19.
The Responses to Educational Disruption Survey (REDS) is a joint study launched by IEA and UNESCO, in partnership with the European Commission to investigate how teaching and learning were affected by the COVID-19 pandemic, and how education stakeholders responded to the educational disruption, a
This guide lays out the steps for designing a successful school feeding program. It offers best practices that not only help programs address child hunger and malnutrition, but reduce food waste, increase use of local resources, and create strong stakeholder relationships.
The Happy Schools Guide and Toolkit is designed to support teachers and school leaders in primary and secondary schools across the Asia-Pacific region, in thinking about how they can create their own Happy School.
With schools and education institutions closed in a majority of countries, there are critical issues for governments to take into consideration, as countries gradually begin to re-open early childhood institutions, schools and higher education institutions.
A general consensus exists among Member States that gaining academic knowledge on its own is not enough for young people to play a role as active citizens and face the socioeconomic realities in their lives, in order to avoid inequity, poverty, discrimination, marginalisation and exclusion.
These global standards will support early child education and care providers in providing healthy foods and beverages and ensuring young children are sufficiently physically active, avoid excess sedentary time and get enough sleep whilst attending childcare and education facilities.