Commissioned by UNICEF HQ (Evaluation Office) to undertake and develop a rapid review of UNICEF-supported programs designed to facilitate education in emergencies via temporary learning spaces (TLS). Initially, the review scrutinized the core strategy’s underlying assumptions. The review captured and summarized the key education solutions and/or models used by UNICEF and partners across diverse emergency education contexts, encompassing alternative approaches beyond TLS. Moreover, the review’s scope extended beyond UNICEF’s purview to acknowledge and draw lessons from inventive education models created by partners and other stakeholders within the education in emergencies domain.

A crucial facet of this consultancy involved a field mission to Cox’s Bazar (Bangladesh), engaging with Rohingya refugees. Extensive primary data was gathered from various beneficiaries, including UNICEF staff, partners, non-partners, teachers, and community leaders; and multiple learning spaces were observed.

Due to its collaborative nature, the ensuing report provided a comprehensive account of TLS model implementation and alternative learning approaches in 10 countries worldwide.

The project undertaken by Dr Mona Younes for this organization: