The Learning Passport is a collaboration between UNICEF, the University of Cambridge and Microsoft which aims to tackle an intractable problem: the quality of education in contexts where learners have been displaced. The Learning Passport is a response to the international crisis in education quality and learning outcomes. The project's specific aim is to improve the quality of education for children who, for whatever reason, are unable to access national education systems satisfactorily, either temporarily or permanently. The goal is to make possible stable and effective learning pathways for these children despite the instabilities they experience; this includes helping them to enter or return smoothly into national systems. The project's hypothesis is that quality can be improved by making available, as a global public good, an education model for basic education for children whose education has been disrupted. This education model is the Learning Passport. The purpose of this Report, with reference to the proposed education model, is first to anchor the project in the available evidence for quality education, as well as the evidence for quality in Education in Emergencies (EiE). Second, it is to make recommendations for how the Learning Passport should be taken forward or rethought, based on the evidence where possible. A major consideration for the Report has been the unusual nature of EiE as a field of research. A wide variety of different sources are examined in the review, reflecting the range of organisations and stakeholders involved in EiE, the relative youth and interdisciplinarity of the academic field of EiE, and the paucity of in-depth reporting on the practice, methodology and efficacy of specific EiE interventions. As a general rule, detailed accounts and systematic analyses of curricula and their effects, failures and successes in EiE contexts are sparse, and conclusions often have to be drawn from fragmented or anecdotal evidence. This situation is certainly partly explained by the fact that crises can be quick to develop, and frequently lack the data collection infrastructure necessary for rigorous monitoring and evaluation. In spite of the relative absence of evidence, however, a great deal of effort has been put into establishing the criteria and scope for what might constitute successful EiE efforts, spearheaded by the minimum standards created by the Inter-agency Network for Education in Emergencies (INEE), founded in 2000. Activity in this arena continues to grow, with more substantial records of what does and does not work beginning to inform new projects. The research included in the Report, and summarised in this document, aims to reflect both the limitations and strengths of this evidence base. [This work was produced with the Cambridge University Press and the University of Cambridge. Contributors to this work include the Cambridge University Press, the Department of Psychology, University of Cambridge in collaboration with Umeå University (Medical School), Sweden; the Innlandet Hospital Trust, Norway; and Uppsala University, Sweden, consultants (University of Cambridge Departments and Faculties), consultants (external), The Learning Passport External Reference Group, and UNICEF. For "The Learning Passport: Research and Recommendations Report. Making Progress Possible: Improving the Quality of Education for Vulnerable Children Everywhere," see ED605441.]