Syrian mothers at Arbat camp in Iraq wouldn’t sit by as their daughters lost an education. Instead, they took action.

The IRC’s integrated network of support for early childhood programming ensures that babies and young children are receiving appropriate health and nutrition, cared for by nurturing and consistent caregivers in a safe and supportive environment, developing essential cognitive and social and emotional skills, and engaging in play and early learning experiences.

This report evaluates the “Opportunities for Equitable Access to Quality Basic Education” (OPEQ) program aimed at enhancing learning opportunities, academic attainment and social-emotional wellbeing for more than 480,000 girls and boys in three eastern provinces of the Democratic Republic of Congo (DRC).

Mahsa, a young, bright, and promising student, had recently completed her high school education in Afghanistan and was eagerly pursuing her academic aspirations at a public university. During the Utah legislative session, she used her voice and her story to help pass a bill that enabled refugees to obtain in-state tuition rates at Utah universities.

Tenzin was the Monitoring and Evaluation intern for the IRC in the NY Education & Learning department. In this role, Tenzin supported the Newcomer Youth Summer Academy (NYSA) program, including supporting the Program Director and Dean of Instruction and Curriculum. He assisted in reviewing program academic assessment tools, training Lead Teachers on conducting assessments, analyzing data, and disseminating pre and post-assessment for reports. 

The IRC in Silver Spring's Economic Empowerment program has expanded its offerings to include classes on financial literacy.

How the World Bank's IDA21 can strengthen education and early childhood development in fragile, conflict, and violence settings

The COVID-19 pandemic has disrupted the education of more than one billion children and youth worldwide. Children in humanitarian settings are experiencing the compound crises of a public health emergency and additional barriers to their opportunities to learn, develop and thrive. School systems have responded in varying ways but children in crisis settings face unique challenges. In response, the IRC has responded in nimble and innovative ways to continue reaching the families we serve in the face of school closures and other disruptions