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This annotated bibliography reflects the findings from a scoping exercise to identify the published research about young children in emergency and crisis. Every year, emergenices place millions of children at risk worldwide affecting young children's security, health, emotional and psychosocial development. Early Childhood care and development (ECCD) in emergencies provides immediate, life-saving, multi-sectoral support for children from conception to eight years during times of crisis. The scope of the literature includes aspects of the need for ECCD in emergencies; interventions in ECCD in different types of emergency; and curricula, resources, training and dissemination of information for ECCD in emergencies. To suggest additional articles to be included in the annotated bibliography or for further information, please contact minimumstandards@ineesite.org or earlychildhoodtaskteam@ineesite.org.

In the run-up to 2015 and beyond, the global education community must work together to improve learning and propose practical actions to deliver and measure progress. In response, UNESCO through its Institute for Statistics (UIS) and the Center for Universal Education (CUE) at the Brookings Institution have co-convened the Learning Metrics Task Force (LMTF). The project's main objective is to shift the focus of global education debates from access to access plus learning. Based on input from technical working groups and global consultations, the task force will make recommendations to help countries and international organizations measure and improve learning outcomes for children and youth worldwide.

28.5 million children in conflict-affected zones are unable to go to school. These children now make up 50% of those denied an education, up from 42% in 2008,

Much of the literature surrounding education in emergencies focuses on the impact of armed conflict on children. Surprisingly little focuses explicitly on teachers, and yet it is commonly acknowledged that the biggest influences on the education a child receives are the knowledge, skills and attitudes of their teacher. Through field research from Kenya, South Africa and Uganda, the study examines the role and status of teachers in emergencies. It identifies the issues refugee teachers face and makes recommendations on how policy can better address their particular needs and protect their rights, and thus improve access to and quality of education to populations affected by an emergency. The research findings also include data on South Sudan and the status of teachers returning there from exile.

UNICEF correspondent Chris Niles reports on efforts to ensure that Syrian children can continue their education amidst conflict.

VocabularySpellingCity has a new summer word study program that allows children to sharpen academic skills as they play. These simple assignments are a daily workout for the brain, building literacy skills such as vocabulary, spelling, and writing.