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The provision of quality education supports conflict resolution and peacebuilding and can contribute to the social, economic and political stability of societies, thereby reducing the risk of violent conflict and mitigating state fragility. However, education is directly, and negatively, affected by fragility in situations where the state lacks the capacity or will to effectively provide basic services. The FTI Progressive Framework is a new tool designed to assist countries in transition to develop robust education sector plans that address issues of fragility that undermine the system. It can be used to develop an Interim Strategy that builds on existing plans and initiatives, targeting key service delivery or capacity gaps considered to be the most urgent priorities and with the aim to reduce the forces that drive state fragility. The Progressive Framework serves as a reference point for dialogue to build on existing plans and strategies for development or revision of a credible strategy of interventions within four domains: sector assessment, planning and coordination; resource mobilization and financial management; service delivery; and monitoring system improvement. The Progressive Framework draws on the technical guidance of the INEE Minimum Standards for Education in Emergencies, Chronic Crises, and Early Reconstruction. The INEE Minimum Standards articulate a global framework for coordinated service delivery and policy to enhance the quality of educational preparedness and response, increase access to safe and relevant learning opportunities, and ensure accountability. They provide good practices and concrete guidance to governments, donors and educationalists to develop and implement quality programs and policies that ensure that education interventions reduce the causes of conflict; build public trust and enhance governance locally and nationally; strengthen the resilience of education systems; and ensure holistic sector planning in fragile states.

The following tools relating to education and fragility are a selection from the INEE Minimum Standards Toolkit, which has been developed in response to a growing need for clear, practical tools to guide humanitarian aid workers, government officials and educationalists in the implementation of the INEE Minimum Standards in order reach the Education for All goals. The tools contained in this Thematic Guide are organized within the four domains of the Progressive Framework listed above to ensure maximum utility in contexts of fragility.

For more information, go to: www.ineesite.org

INEE Minimum Standards Toolkit: Education and Fragi lity

Sector Assessment, Planning and Co ordination

Education authorities, key agencies and stakeholder s in the education sector must organize to establish coordinated assessment, monitoring and re porting processes that identify priority programmatic issues and opportunities for sector pl anning, while avoiding parallel or competing projects that weaken the capacity and resilience of authorities and exacerbate fragility. As a country moves towards greater resilience and capaci ty, this process develops into a full education sector program linked within a multi-sect oral strategy and public sector expenditure framework.

Relevant INEE Minimum Standards for Sector Assessment, Planning and Coordination: Community Participation – Standard 1: Participation

Analysis – Standard 1: Assessment Analysis – Standard 2: Response strategy

Education Policy and Coordination – Standard 1: Policy formulation and Enactment Education Policy and Coordination – Standard 2: Planning and Implementation

Education Policy and Coordination – Standard 3: Coordination

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Community Participation in Assessment and Developme nt of Education Programmes: INEE Good Practice Guide (http://www.ineesite.org/uploads/documents/store/doc_1_Community_Participation_in_Assessment_and_Development.pdf) [INEE, 2003] � This INEE Good Practice Guide provides a series of practical strategies, checklists and resources for ensuring community participation in the assessment and development of education programs. INEE Good Practice Guide: Partner Assessment and Se lection: INEE Good Practice Guide (http://www.ineesite.org/uploads/documents/store/doc_1_Partner_Assessment.pdf) [INEE, 2003] � This INEE Good Practice Guide provides a series of practical strategies, checklists and resources for donors, including NGOs and UN agencies, to help identify and assess all potential partners, including local NGOs, women’s and youth groups, and teacher’s unions, and assess their strengths and weaknesses as a foundation for capacity-building. Information Gathering and Needs Assessment Form (http://www.ineesite.org/minimum_standards/MSEE_report.pdf) [INEE Minimum Standards Handbook, adapted from UNICEF Questionnaire, 2004] pages 33-38 � This tool provides a framework for information gathering and need assessment that can be used to assess education needs, services, infrastructure, supply and system capacity. Sample Emergency School Assessment (http://ineesite.org/uploads/documents/store/doc_1_SchoolAssmt.pdf) [IRC] � This tool provides a sample, adaptable framework for an assessment of school and learning needs, including school level, enrolment, infrastructure, subjects, teachers, school resources (building, furniture, textbooks and school supplies, water and sanitation facilities, school feeding programmes), and support structures, such as extra-curricular activities, community involvement and UN or NGO support. Integrated Rapid Assessment Field Data Checklist (http://ineesite.org/uploads/documents/store/doc_1_89_UNICEF_EiE_Toolkit.pdf) [Education in Emergencies: A Resource Tool kit, UNICEF, 2006] Doc Pages 31-33 Pdf pages 55-57 � This tool provides a framework for an integrated rapid assessment checklist that can be used to assess education services, priorities, infrastructure and system capacity. Rapid Education Assessment from Emergency Field Han dbook (http://ineesite.org/uploads/documents/store/doc_1_89_UNICEF_EiE_Toolkit.pdf) [Education in Emergencies: A Resource Tool kit, UNICEF, 2006] Doc Pages 34-36 Pdf pages 58-60 � This tool provides a framework for a Ministry of Education/UNICEF rapid assessment of learning spaces that can be used to collect data on and assess a school’s location, details, condition and supplies. Assessing Resource Needs and Capacities in an Initi al Emergency: INEE Good Practice Guide (http://www.ineesite.org/uploads/documents/store/doc_1_Assessing_Resource_Needs_-_Initial_Emergency_Response.pdf) [INEE, 2003] � This INEE Good Practice Guide provides a series of practical strategies, checklists and resources for assessing resource needs and capacities in an acute emergency and it contains a table outlining the potential contributions of the community, local NGOs, humanitarian NGOs and UN agencies. Assessing and analyzing community non-formal educat ional needs: INEE Good Practice Guide (http://www.ineesite.org/uploads/documents/store/doc_1_Assessing_Resource_Needs_-_Non_Formal.pdf)

Tools

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[INEE, 2003] � This INEE Good Practice Guide provides a series of practical strategies, checklists and resources for assessing and analyzing community non-formal educational needs, including providing examples of non-formal educational activities and presenting guidance on assessing different parts of the community, assessing and prioritizing information for community awareness campaigns, assessing long-term educational needs, and assessing and developing communication skills of vulnerable populations to access medical services, go to markets, and conduct basic business transactions. Assessment of School-Age Children: INEE Good Practi ce Guide (http://www.ineesite.org/uploads/documents/store/doc_1_Assessing_Resource_Needs_-_School_Children.pdf) [INEE, 2003] � This INEE Good Practice Guide provides a series of practical strategies, checklists and resources for assessing the formal and non-formal educational needs of school-aged children. School Site / Environmental Assessment: INEE Good P ractice Guide (http://www.ineesite.org/uploads/documents/store/doc_1_Assessing_Resource_Needs_-_School_Site.pdf) [INEE, 2003] � This INEE Good Practice Guide provides a series of practical strategies, checklists and resources for assessing where educational activities will take place in an acute emergency, including ensuring that schools and educational areas are safe for children, assessing spacing and catchments and using local standards in furnishing, rehabilitating and building schools and educational areas. Assessment of Out-of-School Youth and Youth Leaders : INEE Good Practice Guide (http://www.ineesite.org/uploads/documents/store/doc_1_Assessing_Resource_Needs_-_Youth.pdf) [INEE, 2003] � This INEE Good Practice Guide provides a series of practical strategies, checklists and resources for assessing whether out-of-school youth and youth leaders want to go to school, whether educational programs exist for them and assessing the obstacles that prevent them from attending. The Good Practice Guide also gives guidance on how to support young people to express and address their own needs, build youth leadership and capacity of youth organizations, and provide special consideration to young women to access educational programs. Assessment of Teacher/Facilitator Availability and Capacity, including Selection: INEE Good Practice G uide (http://www.ineesite.org/uploads/documents/store/doc_1_Assessing_Resource_Needs_-_Teachers.pdf) [INEE, 2003] � This INEE Good Practice Guide provides a series of practical strategies, checklists and resources for identifying and assessing teachers and facilitators, establishing clear roles and responsibilities, assessing the their psychosocial and physical needs, calculating the number of teachers needed. Education and Fragility: An Assessment Tool http://ineesite.org/uploads/documents/store/doc_1_89_education_and_fragility_assessment-tool.pdf [USAID, 2006] � The Education and Fragility Assessment Tool helps to identify the links between education and fragility in countries that are at risk for conflict and enables education interventions to help avert crises and build capacity toward peace and transformation. The category of ‘Management, which falls in each of the fragility patterns (economic domain, governance domain, security domain, social domain, public disengagement, corruption, insufficient capacity, organized violence, exclusion/elitism, and transitional dynamics), is particularly useful in relation to education policy and planning. Strategies and Tools for Planning Processes (http://www.unesco.org/iiep/eng/focus/emergency/guidebook/Chapter30.pdf) [Guidebook for Planning Education in Emergencies and Reconstruction, Section 6: Management Capacity, Chapter 30: Project Management, UNESCO IIEP, 2006] � This chapter examines project management through a cycle of stages: identification, preparation, appraisal/review, approval and financing, implementation, monitoring and evaluation and provides a series of strategies, and guidance notes to implement those strategies (pages 5-7), as well as a sample logical framework (page 9) and a chart depicting an NGO’s steps in planning a response (page 10). Suggested Policy Guidelines for an Integrated Appro ach to Skills and Values Development http://www.unesco.org/iiep/eng/focus/emergency/guidebook/Chapter25.pdf [Guidebook for Planning Education in Emergencies and Reconstruction, Section 5: Curriculum and Learning, Chapter 25: Education for Life Skills: Peace, Human Rights and Citizenship, UNESCO IIEP, 2006]

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� The tool on page 7 provides suggested policy guidelines for an integrated approach to skills and values development by including the goals of peace and conflict resolution, tolerance and respect for diversity, human rights and humanitarian norms, active citizenship, environmental sustainability, non-pressured personal relationships and preventive health. This tool can be contextualized for different contexts. Guidance Notes for Government Policies and Practice s Related to Education and Non Discrimination http://www.unesco.org/iiep/eng/focus/emergency/guidebook/Chapter7.pdf [Guidebook for Planning Education in Emergencies and Reconstruction, Section 3: Access and Inclusion, Chapter 7: Ethnicity, Political Affiliation, Religion, UNESCO IIEP, 2006] � The Guidance Notes on pages 4-6 provide a list of key questions to ask when reviewing government policies and practices related to education and non-discrimination in order to ensure that all children and youth have equal access to quality education, especially during emergencies and early reconstruction. Planning in an Emergency: Situation Analysis Checkl ist (http://www.ineesite.org/minimum_standards/MSEE_report.pdf) [INEE Minimum Standards Handbook, adapted from World Food Programme, Planning for School Feeding in the Emergency Setting- Situation Analysis, Designing the Programme, Implementation, 2004] pages 30-32 � This situation analysis checklist provides a series of questions regarding the factors, issues, people and institutions pertaining to the emergency environment, the socio-political context and education system in order ensure appropriate understanding to plan and implement the programme. Guidelines for Education in Situations of Emergency and Crisis: EFA Strategic Planning http://unesdoc.unesco.org/images/0012/001282/128214e.pdf [UNESCO, 2003] � These guidelines provide recommendations and strategic planning guidance for incorporating emergency response and preparedness into Education for All (EFA) plans of action. Tips for Successful Policy Planning http://unesdoc.unesco.org/images/0013/001395/139545e.pdf [Planning Policies for Early Childhood Development: Guidelines for Action, Emily Vargas-Barón, UNESCO/UNICEF, 2005] pdf page 74 / document page 69 � This one-page tool provides a series of practical tips for successful policy planning that are applicable to policy planning for other education-related issues. General Outline of a National Early Childhood Devel opment Policy http://unesdoc.unesco.org/images/0013/001395/139545e.pdf [Planning Policies for Early Childhood Development: Guidelines for Action, Emily Vargas-Barón, UNESCO/UNICEF, 2005] pdf pages 80-83 / document pages 75-78 � This outline provides a framework for a National Early Childhood Development Policy, which can be adapted when developing other education-related policies. School Fees: INEE Good Practice Guide http://www.ineesite.org/uploads/documents/store/doc_1_School_Fees.pdf [INEE, 2003] � This INEE Good Practice Guide provides a series of practical strategies, checklists and resources that can be used in developing or updating education policy to ensure that school fees don’t obstruct access to education. Sample higher education plan in a conflict-affected country http://www.unesco.org/iiep/eng/focus/emergency/guidebook/Chapter14.pdf [Guidebook for Planning Education in Emergencies and Reconstruction, Section 3: Access and Inclusion, Chapter 14: Post-Primary Education, UNESCO IIEP, 2006] �The sample higher education plan on pages 19-22 provides a framework for developing and analyzing an education action through specifying the structure/institutional issues and physical resources of various projects, their activities and indicators. While the sample is specific to higher education, it could be adapted to any level of education to develop an education plan. School Data and Information Systems: INEE Good Prac tice Guide http://www.ineesite.org/uploads/documents/store/doc_1_School_Data_and_Info_Systems.pdf

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[INEE, 2003] � This INEE Good Practice Guide provides a series of practical strategies, checklists and resources for understanding, developing and utilizing school data and information systems, which should be used in planning and implementation. Pre-Crisis Secondary Data for Emergency Preparednes s http://ineesite.org/uploads/documents/store/doc_1_89_UNICEF_EiE_Toolkit.pdf [Education in Emergencies: A Resource Tool kit, UNICEF, 2006] pdf page 137 / document page 113 � This matrix of pre-crisis secondary data for emergency preparedness provides a useful policy development and coordination tool to help analyse what you need to know, locally and nationally, before developing a response. It is also relevant for response to population displacement in general as education facilities may be a natural gathering point for protection. Education for All: An International Strategy to Put the Dakar Framework for Action on Education for Al l into Operation http://unesdoc.unesco.org/images/0012/001266/126631eo.pdf [UNESCO, April 2002] pdf pages 23- 31/ document pages 22-30 �This section presents the actions needed to implement the Dakar strategies on Education for All, including strategy 5 on education in emergencies (page 25). Structure of the Education System http://www.unesco.org/iiep/eng/focus/emergency/guidebook/Chapter33.pdf [Guidebook for Planning Education in Emergencies and Reconstruction, Section 6: Management Capacity, Chapter 33: Structure of the Education System, UNESCO IIEP, 2006] � The sample management matrix on page 13 provides a useful framework for understanding and analysizing the function of different levels of the education bureaucracy regarding a given issue. The matrix is focused on the issue of curriculum, but can be adapted for any issue in order to develop a coherent and coordinated strategy to address that issue, In addition, the organisational charts on page 14 and 15 provide a lesson about the need for a participatory approach to coordination and decision-making power of stakeholders, especially community members. The ‘immediately, sooner, later’ Matrix of Response (http://www.odihpn.org/documents/networkpaper042.pdf) [within: The role of education in protecting children in conflict by Susan Nicolai and Carl Triplehorn, Humanitarian Practice Network Paper, 2003] document pp 30-32/ pdf pages 34-36 � Adapted from the work of Margaret Sinclair and Carl Triplehorn, the matrix of response activities provides examples of programme strategies that are needed immediately, sooner and later in emergency education response, and can be used to plan and coordinate preparedness as well as response. Matrix of possible NGO support to government school s and communities and potential positive/negative impacts (http://www.unesco.org/iiep/eng/focus/emergency/guidebook/Chapter16.pdf) [Guidebook for Planning Education in Emergencies and Reconstruction, Section 4: Teachers and Learners, Chapter 16: Teacher Motivation, Compensation and Working Conditions, UNESCO IIEP, 2006] � This chapter contains a matrix (pages 13-14) with ideas useful for NGO response in terms of support to government schools, including compensating teachers, and some potential positive and negative impacts of each strategy. It is important to note that any such action must be carried out, based on national standards and in agreement with the government, in coordination with others. Policy Indicators for content areas and policy asse ssment http://unesdoc.unesco.org/images/0013/001395/139545e.pdf [Planning Policies for Early Childhood Development: Guidelines for Action, Emily Vargas-Barón, UNESCO/UNICEF, 2005] Pdf pages 96-101 / document pages 91-96 � The purpose of this tool is to help Policy Planning Teams consider a wide range of indicators previously used in many nations and provinces for possible application in National Early Childhood Development Policies. Several of the indicators also have been used in education policies. This list is not exhaustive but Policy Planning Teams can make a selection of indicators as well as create new ones for each age range and outcomes area.

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Strategies and Tools for Coordination and Communica tion http://www.unesco.org/iiep/eng/focus/emergency/guidebook/Chapter38.pdf [Guidebook for Planning Education in Emergencies and Reconstruction, Section 6: Management Capacity, Chapter 38: Coordination and Communication, UNESCO IIEP, 2006] � This chapter contains a series of practical strategies (pages 6-10) for effective coordination and communication in the context of education in emergencies and reconstruction as well as 10 suggestions for effective project communication (pages 11-12). Guidance for Building Successful Partnerships http://unesdoc.unesco.org/images/0013/001395/139545e.pdf [Planning Policies for Early Childhood Development: Guidelines for Action by Emily Vargas-Barón, UNESCO/UNICEF, 2005] Pdf pages 91-92 / document pages 86-87 �This tool gives guidance on the essential conditions and elements for designing, developing and nurturing successful partnerships as a means of fostering effective coordination. While this resource is focused on developing national policies and meeting policy goals on Early Childhood Development, the guidance it lays out can be adapted and utilized for coordination and planning on any issue. Roles and Responsibilities of Early Childhood Development Co- ordinating Structures http://unesdoc.unesco.org/images/0013/001395/139545e.pdf [Planning Policies for Early Childhood Development: Guidelines for Action, Emily Vargas-Barón, UNESCO/UNICEF, 2005] Pdf pages 102-105 / document pages 97-100 � This tool lists examples of the types of national, provincial or regional level and district level coordinating entities that can be established in a National Early Childhood Development Policy and specifies the types of roles and responsibilities each can play. The list can be adapted for policy or coordination groups focused on other education issues. UNHCR Tool for Participatory Assessment in Operatio ns (http://ineesite.org/uploads/documents/store/doc_1_UNHCRparticipatory-assessment.pdf) [UNHCR, 2006] �This resource gives background and guidance on how to promote meaningful participation through structured dialogue, including gathering accurate information on and analyzing the specific protection risks faced by the affected community and the underlying causes, to understand their capacities, and to hear their proposed solutions in order to take collective action to enhance protection. Ethical Approaches to Gathering Information from Ch ildren and Adolescents in International Settings: Guidelines and Resources (http://www.popcouncil.org/pdfs/horizons/childrenethics.pdf) [Horizons, Populations Council, IMPACT, Family Health International, 2005] pdf pages 16-17 document pages viii and ix �This publication provides practical guidance to help program managers and researchers understand and uphold ethical standards when planning and implementing information- gathering activities among children and adolescents. Pages 16-17 provide a summary of guidance for informational-gathering, design, consultation with the community, anticipating adverse consequences and conducting consent and interviewing procedures. A Focused Conversation on Education Systems (http://www.ineesite.org/minimum_standards/focused_conversation.pdf) [Dean Brooks, IRC/CARDI Indonesia, 2005] �This tool, developed by IRC/CARDI Indonesia, provides an example of how the INEE Minimum Standards, indicators and guidance notes were adapted to the local context in Indonesia. The Minimum Standards were utilized to develop a needs assessment tool to better understand the education systems that were in place before the tsunami-disaster and to understand ways that those systems could be re-established/regenerated with the aim of improving both access to and the quality of education.

Resources

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Assessment Framework (http://ineesite.org/uploads/documents/store/doc_1_AssmentFramk.pdf) [Save the Children, August 2004] � This Assessment Framework, developed by Save the Children in Northern Uganda in 2004, provides an example of how programmes can be guided by INEE Minimum Standards and how the indicators can be adapted for an initial assessment of education needs. Working with Communities (http://www.livelihoods.org/info/pcdl/docs/self/Participation%20tools%20WFP/Participatory%20Tools.pdf) This Document is also available in French. (http://www.livelihoods.org/info/pcdl/docs/self/Participation%20tools%20WFP/Techniques%20et%20outils%20participatifs.pdf (Pdf pages 215-326) [Participatory Techniques and Tools: A WFP Guide, Booklet 5, World Food Programme, 2001] Pdf pages 183-278 Doc pages: Booklet 5 � This chapter on Working With Communities contains useful tools on community mapping (pp. 17-22), social network mapping (p. 28), stakeholder identification (pp. 31-36) and developing a seasonal calendar to identify, illustrate and compare key events and periods over a year (pp. 42-44), all of which can be tailored to education and adapted to the local context. What To Do in an Emergency: Education in Emergencie s Activities/Timeline (http://ineesite.org/uploads/documents/store/doc_1_89_UNICEF_EiE_Toolkit.pdf) [Education in Emergencies: A Resource Tool kit, UNICEF, 2006] Doc pp. 15-17 PDF pp. 39-41 � This table lays out UNICEF’s core commitments for education within the first six to eight weeks of an emergency and the recommended corresponding actions to move from nonformal safe, temporary learning spaces to formal education. It also details the commitments and corresponding actions beyond the initial response phase. Programming Principles and Lessons Learnt in Youth Programming (http://www.savethechildren.org/publications/technical-resources/emergencies-protection/YouthFieldGuide.pdf) [Youth: Care & Protection of Children in Emergencies, A Field Guide, Marc Sommers, Save the Children, 2001] document pp. 15-18 pdf pp 23- 25 � This Field Guide articulates principles and lessons learned in youth programming that can be used to design a response. Rewrite the Future: Education for Children in Confl ict-affected Countries http://www.savethechildren.org/publications/reports/RewritetheFuture-PolicyReport-1.pdf [Save the Children, 2007] � This report provides an in-depth look at the impact of conflict on children and their education and provides arguments and evidence for why and how education can be afforded to children in conflict affected countries. It can be used in advocacy for adapting and/or developing a policy for quality and inclusive education. Planning Education In and After Emergencies http://www.unesco.org/iiep/PDF/Fund73.pdf [UNESCO IIEP, 2002] � Written by Margaret Sinclair, this book is of invaluable help to organizations and educational planners working on issues such as coordination, funding, inclusive education, safety in schools, trauma healing, curriculum activities and distance learning among many others. Also available in French (http://unesdoc.unesco.org/images/0012/001293/129356f.pdf). Sample Organizational Charts of Education Systems f or Education in Emergencies (http://www.unesco.org/iiep/eng/focus/emergency/guidebook/Chapter33.pdf) [Guidebook for Planning Education in Emergencies and Reconstruction, Section 6: Management Capacity, Chapter 33: Structure of the Education System, UNESCO IIEP, 2006] � The organisational charts (pp. 14-15) provide a lesson about the coordination and decision-making power of stakeholders, especially community members. The chart on page 14 is the organization chart of the top-down educational structure used in the Rwandan refugee camps in 1994, which gave little chance for refugee participation or decision-making. The second organization chart on page 15 indicates the change in thinking towards a more participatory approach where decision-making was decentralized, giving much more authority to the refugees.

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Preparing National Strategies to Achieve UN Millenn ium Goals: A Handbook http://www.unmillenniumproject.org/documents/handbook111605_frontmatterandcover.pdf [UN Millennium Project, 2005] � This handbook consolidates the practical lessons from country-level efforts to operationalize the UN Millennium Development Goals (MDGs), including two MDGs related to education. The handbook presents a “how to” guide that can be used by governments, UN country teams, and other development professionals in preparing MDG-based national development strategies and policies. The Role of National Government: INEE Good Practice Guide http://www.ineesite.org/uploads/documents/store/doc_1_The_Role_of_National_Governments.pdf [INEE, 2003] � This INEE Good Practice Guide provides a series of practical strategies, checklists and resources for understanding the role of and coordinating with the national government, including in developing policy. The Five Phases of Participatory Early Childhood De velopment Policy Planning http://unesdoc.unesco.org/images/0013/001395/139545e.pdf [Planning Policies for Early Childhood Development: Guidelines for Action, Emily Vargas-Barón, UNESCO/UNICEF, 2005] pdf pages 26-62 / document pages 17-53 � This chapter gives guidance on and steps for carrying out the five phases of participatory ECD policy planning, which can be adapted and used for any policy issue: preparation, situation analysis and consultation preparation; community, regional and national consultations; policy drafts and consensus building; and policy approval and adoption. Education Cluster: Key Things to Know http://www.humanitarianreform.org/humanitarianreform/Portals/1/cluster%20approach%20page/clusters%20pages/Educ/KeyThingsToKnowEducationRevisedMay07.doc [UN IASC Education Cluster Advisory Group, 2007] � This brief provides an overview of the IASC Education Cluster: leads, main partners, tools and activities and links to other clusters. IASC Operational Guidance on Designating Sector/Clu ster Leads in Major New Emergencies http://ineesite.org/uploads/documents/store/doc_1_IASCClusterNew.pdf Also available in French (http://www.ineesite.org/uploads/documents/store/doc_1_Guidance_Note_-_New_Emergencies_-_French.doc). [UN IASC] � This brief provides operational guidance and answers to common questions on designating sector/cluster leads in new major emergencies, including why and how it is done, what the responsibilities of sector/cluster leads are and what is expected of partners. IASC Operational Guidance on Designating Sector/Clu ster Leads in Major Ongoing Emergencies http://ineesite.org/uploads/documents/store/doc_1_IASCClusterOngoing.pdf Also available in French (http://www.ineesite.org/uploads/documents/store/doc_1_Guidance_Note_-_Ongoing_Emergencies_-_French.doc). � This brief provides operational guidance and answers to common questions on designating sector/cluster leads in major on-going emergencies, including why and how it is done, what the responsibilities of sector/cluster leads are and what is expected of partners. The Role of National Non-Governmental Organisations : INEE Good Practice Guide http://www.ineesite.org/uploads/documents/store/doc_1_Role_of_National_NGOs.pdf [INEE, 2003] � This INEE Good Practice Guide provides a series of practical strategies, checklists and resources for understanding the role and priority actions of national NGOs within the context of education in emergencies and reconstruction. The Role of International Non-Governmental Organisa tions: INEE Good Practice Guide (http://www.ineeserver.org/uploads/documents/store/doc_1_The_Roles_of_INGOs.pdf) [INEE, 2003] � This INEE Good Practice Guide provides a series of practical strategies, checklists and resources for understanding the role and priority actions of international NGOs within the context of education in emergencies and reconstruction.

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The Role of United Nations Agencies: INEE Good Prac tice Guide http://ineesite.org/uploads/documents/store/doc_1_The_Roles_of_UN.pdf [INEE, 2003] � This INEE Good Practice Guide provides a series of practical strategies, checklists and resources for understanding the role and priority actions of UN agencies within the context of education in emergencies and reconstruction. Case Study: Inter-Agency Coordination in the Afterm ath of the Asian Tsunami http://ineesite.org/uploads/documents/store/doc_1_INEECaseStudyTsunamiCoordination.pdf [INEE, 2005] � This Case Study, based on the experience and writings of Dean Brooks who worked with IRC in Aceh after the tsunami, details how the INEE Minimum Standards were utilized by the local authorities and international agencies as they developed a coordinated response to this large-scale disaster. Convention on the Rights of the Child [1989] http://www.ohchr.org/english/law/pdf/crc.pdf Also available in French (http://www.ohchr.org/french/law/crc.htm) and Spanish (http://www.ohchr.org/spanish/law/crc.htm) � The Convention on the Rights of the Child is a universally agreed upon set of standards and obligations regarding the basic human rights of children and it is one of the foundational documents for the INEE Minimum Standards. The Right to Education is detailed in Article 28. This is a key document to refer to when making the case for recognition of and funding for education in emergencies. Education for All: Dakar Framework for Action [2000 ] http://unesdoc.unesco.org/images/0012/001211/121147e.pdf � This document reaffirms the goal of education for all as laid out by the World Conference on Education for All (the Jomtien Declaration (1990) is laid out in pages 73-77.). It commits governments to achieving quality basic education for all by 2015 or earlier, with particular emphasis on girls' education, and includes a pledge from donor countries and institutions that "no country seriously committed to basic education will be thwarted in the achievement of this goal by lack of resources". It is a key document to refer to when making the case for recognition of and funding for education in emergencies. The UN Millennium Development Goals [2000] (http://www.un.org/millenniumgoals/) �The eight Millennium Development Goals (MDGs) form a blueprint agreed to by all the world’s countries and the world’s leading development institutions. These internationally recognized commitments include the goal of universal basic primary education as well as the promotion of gender equality. The MDGs can be referred to in advocacy work as well as when making the case for the necessity of funding education in emergencies. Education in Emergencies: A Precondition to Meeting the Millennium Development Goals http://www.womenscommission.org/pdf/MDG_Ed.pdf [INEE, IRC, Save the Children, the Women’s Commission for Refugee Women and Children, 2005] � This advocacy brief provides recommendations for the prioritization of quality education in emergencies as a precondition of the achievement of the Millennium Development Goals. Manual on Rights-based Education: Global Human Righ ts Requirements Made Simple http://unesdoc.unesco.org/images/0013/001351/135168e.pdf [Collaborative project between the UN Special Rapporteur on the right to education and UNESCO Asia and Pacific Regional Bureau for Education, 2004] �The aim of this manual is to provide an easily-referenced, one-stop guide to rights-based education by explaining international human rights documents while drawing on numerous country-specific examples. It presents the key human rights as they relate to children, parents and governments, and the corresponding obligations, especially of governments, that must be met to fulfil those rights, while summarising and analysing the major human rights treaties and conventions from the perspective of education. [Collaborative project between the UN Special Rapporteur on the Right to Education and UNESCO Asia and Pacific Regional Bureau for Education Katarina Tomasevski].

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Checklist of Potential Resources and Community Capa cities (http://www.unesco.org/iiep/eng/focus/emergency/guidebook/Chapter32.pdf) [Guidebook for Planning Education in Emergencies and Reconstruction, Section 6: Management Capacity, Chapter 32: Community Participation, UNESCO IIEP, 2006] � The useful checklist on page 13 specifies community resources as well as potential community capacities in education in the areas of instruction and extracurricular activities, management, indirect support for school work and finance. Page 13 also contains a framework mapping community leadership groups, their skills and knowledge and their disposition towards participation in the management of schools. Strategies and Tools for Budget and Financial Manag ement http://www.unesco.org/iiep/eng/focus/emergency/guidebook/Chapter35.pdf [Guidebook for Planning Education in Emergencies and Reconstruction, Section 6: Management Capacity, Chapter 35: Budget and Financial Management, UNESCO IIEP, 2006] � The charts on pages 15 (a revenue source checklist) and 16 (a sample expenditure form) can be used to promote transparency in resource distribution and use. Both are from Kosovo but can be adapted for any context when preparing and planning education budgets. The chart on page 17 is a matrix for analyzing the distribution of funds across educational levels and the charts on pages 18-19 present a summary of some of the main practices of corruption within the education sector and their possible impact on access, quality, equity and ethics. They also highlight opportunities for corruption that one needs to be aware of while planning and implementing projects and rules, institutions, procedures and processes for reducing corruption.

Typical Budget Outline for Early Childhood Developm ent Policy Planning http://unesdoc.unesco.org/images/0013/001395/139545e.pdf [Planning Policies for Early Childhood Development: Guidelines for Action, Emily Vargas-Barón, UNESCO/UNICEF, 2005] pdf page 79/ document page 74 � This one-page tool provides a look at a typical budget outline for early childhood development policy planning, which can be adapted to create a budget for policy planning on other education-related issues. School Fees: INEE Good Practice Guide http://www.ineesite.org/uploads/documents/store/doc_1_School_Fees.pdf [INEE, 2003] � This INEE Good Practice Guide provides a series of practical strategies, checklists and resources that can be used in developing or updating education policy to ensure that school fees don’t obstruct access to education. School Fees: A Roadblock to Education for All http://siteresources.worldbank.org/EDUCATION/Resources/Education-Notes/EdNotes_Userfee_3.pdf

Resource Mobilization and Financial Management

An effective education financing system must be bui lt by strengthening local, regional and national systems of financial control and managemen t; coordinating different streams of resources and financing; and generating internal an d external financing. Financial management must be effective and transparent and build confide nce in donors and citizens regarding use of resources.

Relevant INEE Minimum Standards for Sector Assessment, Planning and Coordination: Community Participation – Standard 2: Resources

Analysis – Standard 1: Assessment Analysis – Standard 3: Monitoring Analysis – Standard 4: Evaluation

Tools

Resources

11

[World Bank, 2004] � This World Bank brief shows that school fees are still a roadblock for reaching Education for All and gives an overview of the utilization and impact of fees as well as guidance in offsetting fees, including lessons learned in attempts to eliminate user fees and to provide alternate sources of financing. User Fees in Primary Education http://siteresources.worldbank.org/EDUCATION/Resources/278200-1099079877269/547664-1099079993288/EFAcase_userfees.pdf [World Bank, 2004] pdf pages 4-5 / document pages 4-5 � This Executive Summary from a World Bank report on user fees in primary education highlights the ways in which indirect costs can be an even greater obstacle to school attendance than fees and gives guidance, in situations in which fees cannot simply be abolished, on other measures to provide equivalent revenues to finance the expenditure previously covered through fee revenue as well as other recommendations. Education Policy and Coordination Standard 1: Polic y formation and enactment Education Policy and Coordination Standard 1: Polic y formation and enactment Education Policy and Coordination Standard 1: Polic y formation and enactment Suggested Policy Guidelines for an Integrated Appro ach to Skills and Values Development http://www.unesco.org/iiep/eng/focus/emergency/guidebook/Chapter25.pdf [Guidebook for Planning Education in Emergencies and Reconstruction, Section 5: Curriculum and Learning, Chapter 25: Education for Life Skills: Peace, Human Rights and Citizenship, UNESCO IIEP, 2006] � The tool on page 7 provides suggested policy guidelines for an integrated approach to skills and values development by including the goals of peace and conflict resolution, tolerance and respect for diversity, human rights and humanitarian norms, active citizenship, environmental sustainability, non-pressured personal relationships and preventive health. This tool can be contextualized for different contexts. Guidance Notes for Government Policies and Practice s Related to Education and Non Discrimination http://www.unesco.org/iiep/eng/focus/emergency/guidebook/Chapter7.pdf

Service Delivery

Safe and accessible learning spaces and opportuniti es must be provided; teachers must be available, trained and supervised; and the learning process must be supported with curriculum, materials, effective classroom processes, and asses sments. In situations of fragility there is the particular need to emphasize system-wide attention to human rights, gender and other equity, diversity and inclusion issues, protection and psyc ho-social needs, and the principles of rule of law.

Relevant INEE Minimum Standards for Sector Assessment, Planning and Coordination: Community Participation – Standard 1: Participation

Access and Learning Environment – Standard 1: Equal Access Access and Learning Environment – Standard 2: Protection and well-being

Access and Learning Environment – Standard 3: Facilities Teaching and Learning – Standard 1: Curricula Teaching and Learning – Standard 2: Training

Teaching and Learning – Standard 3: Instruction Teaching and Learning – Standard 4: Assessment

Teachers and Other Education Personnel – Standard 1: Recruitment and Selection Teachers and Other Education Personnel – Standard 2: Conditions of work

Teachers and Other Education Personnel – Standard 3: Support and Supervision

Tools

General/Overarching

12

[Guidebook for Planning Education in Emergencies and Reconstruction, Section 3: Access and Inclusion, Chapter 7: Ethnicity, Political Affiliation, Religion, UNESCO IIEP, 2006] � The Guidance Notes on pages 4-6 provide a list of key questions to ask when reviewing government policies and practices related to education and non-discrimination in order to ensure that all children and youth have equal access to quality education, especially during emergencies and early reconstruction. Toward Full Participation: INEE Good Practice Guide (http://www.ineesite.org/uploads/documents/store/doc_1_Towards_Full_Participation.pdf ) [INEE, 2006] � This INEE Good Practice Guide provides a series of practical strategies, checklists and resources for ensuring the full participation of girls, children with disabilities, minority children, former child soldiers and other vulnerable groups in society, including strategies to ensure access to formal and non-formal education and to address the obstacles that keep them from being included. Inclusion Strategies for Education Checklist (http://www.savethechildren.org.uk/en/docs/education_in_emergencies.pdf) [Education in Emergencies: A Tool kit for Starting and Managing Education in Emergencies, Save the Children, 2003] pages 30-31 �This matrix provides a series of strategies to create access to education for vulnerable groups such as refugees and IDPs, ethnic or religious communities, former combatants, separated children, girls and children with disabilities, as well as strategies to aid learning once access has been assured. Children in Especially Difficult Circumstances: INE E Good Practice Guide (http://www.ineesite.org/uploads/documents/store/doc_1_Children_in_Especially_Difficult_Circumstances.pdf) [INEE, 2003] � Among others, street children, orphans, separated children, former child soldiers, children with disabilities, minorities and child heads of households are categorized as being in especially difficult circumstances. This INEE Good Practice Guide provides a series of practical strategies, checklists and resources for improving the lives of these children through access to formal or vocation education and providing them with skills. Strategies and Tools for Rural Populations (http://www.unesco.org/iiep/eng/focus/emergency/guidebook/Chapter5.pdf) [Guidebook for Planning Education in Emergencies and Reconstruction, Section 3: Access and Inclusion, Chapter 5: Rural Populations, UNESCO IIEP, 2006] � This chapter outlines key strategies for educational authorities, planners and providers to help them keep the rural/urban distinction in mind when developing strategies for education in emergencies. There is a useful list of Suggested Strategies (pages 4-16) and a list of Attributes of a Good School (page 17). In general, ensuring access to education in rural areas requires particular efforts. It also contains a checklist of attributes of a good school – whether rural or urban-- from the point of view of pupils, parents and community, teachers, and administrators and inspectors. Strategies and Tools on Ethnicity, Political Affili ation and Religion, Access and Inclusion Section (http://www.unesco.org/iiep/eng/focus/emergency/guidebook/Chapter7.pdf) [Guidebook for Planning Education in Emergencies and Reconstruction, Section 3: Access and Inclusion, Chapter 7: Ethnicity, Political Affiliation and Religion, UNESCO IIEP, 2006] � This chapter on contains practical strategies to ensure that all children and youth regardless of ethnicity, political affiliation or religion have equal access to quality education even and especially during emergencies and early reconstruction (pages 3-8). This includes how to address differences in the quality and content of education received by different ethnic, political and religious groups in a preventive manner as well as steps to reduce tensions between different sections of society while renewing the education system after conflict. Strategies and Tools for Former Child Soldiers http://www.unesco.org/iiep/eng/focus/emergency/guidebook/Chapter9.pdf [Guidebook for Planning Education in Emergencies and Reconstruction, Section 3: Access and Inclusion, Chapter 9: Former Child Soldiers, UNESCO IIEP, 2006], � This chapter on contains practical strategies to ensure that schools are safe places that do not present opportunities for abduction or recruitment and also facilitate psychosocial healing, reintegration and educational opportunities for formal child soldiers (pages 6-12). The chart on page 14 lists several potential negative effects of reintegration programmes for child soldiers and strategies for how to address them. Adult Ex-Combatant and Child Soldiers: INEE Good Pr actice Guide (http://www.ineesite.org/uploads/documents/store/doc_1_Child_Soldiers_and_Adult_Ex-Combatants.pdf)

13

[INEE, 2003] � Education is a vital component in the rehabilitation and reintegration of former child soldiers and ex-combatants, and this INEE Good Practice Guide provides a series of practical strategies, checklists and resources for ensuring programmes meet their needs. Sample Teacher Workshop: Large Class Size (http://www.savethechildren.org.uk/en/docs/education_in_emergencies.pdf) [Education in Emergencies: A Tool kit for Starting and Managing Education in Emergencies, Save the Children, 2003] Doc pages 92-94; PDF pages 94-96 � While an ideal class size is around 30 children, classes in emergency and reconstruction contexts often have three times that number. This sample teacher workshop helps teachers to learn basic strategies to cope with large student numbers in class. Strategies and Tools for Early Childhood Developmen t (http://www.unesco.org/iiep/eng/focus/emergency/guidebook/Chapter13.pdf) [Guidebook for Planning Education in Emergencies and Reconstruction, Section 3: Access and Inclusion, Chapter 13: Early Childhood Development, UNESCO IIEP, 2006] � This chapter contains suggested strategies, and a checklist of points and ideas for implementing each strategy, for investing in early childhood development activities to ensure that basic rights of children to survival, protection, care and participation are fully protected from birth to school age and onwards (pages 4-10) as well as a matrix of the needs and potential responses when developing early childhood development programmes and guidance on creating links between home, preschool and primary school (p 11). There is also a list of suggested principles of early childhood development programmes, linking each principle to practical approaches and strategies (pages 14-15). Out of School Programs: INEE Good Practice Guide (http://www.ineesite.org/uploads/documents/store/doc_1_Out_of_School_Programs.pdf) [INEE, 2003] � This INEE Good Practice Guide provides a series of practical strategies, checklists and resources for designing and implementing out-of-school and after-school activities for children and youth. Strategies and Tools for Post-Primary Education (http://www.unesco.org/iiep/eng/focus/emergency/guidebook/Chapter14.pdf) [Guidebook for Planning Education in Emergencies and Reconstruction, Section 3: Access and Inclusion, Chapter 14: Post-Primary Education, UNESCO IIEP, 2006] �This chapter contains practical strategies to ensure that educational opportunities remain open after completion of primary schooling, to enable students whose studies were interrupted to resume their education, and to provide skilled labour, including for primary school teaching (pages 7-16). It includes a checklist for planning vocational education programmes in emergencies (page 18), a sample higher education plan in a conflict-affected country (pages 19-22), and a list of six reasons for investing in secondary education, which can be used for advocacy and proposal writing (page 3). Secondary School Education: INEE Good Practice Guid e (http://www.ineesite.org/uploads/documents/store/doc_1_Secondary_School_Ed.pdf) [INEE, 2003] � This INEE Good Practice Guide provides a series of practical strategies, checklists and resources for ensuring secondary school education is provided in emergencies and reconstruction contexts, including through scholarships, support for existing schools or the establishment of new secondary schools. Adolescent and Youth Education in Emergencies Strat egy Sheet (http://www.womenscommission.org/pdf/cap_ones.pdf) [Youth Speak Out: New Voices on the Protection and Participation of Young People Affected by Armed Conflict, Women’s Commission for Refugee Women and Children, 2005] pages 1-2 � This 2-page tool articulates issues and trends, promising practices and suggested actions for meeting youth education needs in emergency and reconstruction contexts. Characteristics of Youth-friendly Services (http://portal.unesco.org/education/en/file_download.php/64e56404f9802af860ee6052ce39a39fFINAL+cc4-HIV-Characteristics+of+Youth-Friendly+Services.doc) [FRESH Tools for Effective School Health, UNESCO 2004]

14

� This tool is designed to help teachers, counsellors, service providers and other staff working in schools and HIV/AIDS or reproductive health clinics to improve their existing services for students at risk and make them “youth-friendly”. Youth and Conflict - Programme Options and Lessons Learnt (http://www.usaid.gov/our_work/cross-cutting_programs/conflict/publications/docs/CMM_Youth_and_Conflict_2004.pdf) [Youth and Conflict: A Toolkit for Intervention, USAID Office of Conflict Management and Mitigation, 2004] document pages 10-12 / pdf pages 12-14 document pages 14-17 / pdf 16-19 � The Lessons Learned section of this toolkit identifies programme strategies that go beyond merely compensating at-risk youth in order to fully integrate them into society. The Programme Options section provides examples of innovative programmes that have shown promise in reaching out to young people who are left behind in reconstruction efforts. Tertiary Education - University, Colleges and Vocat ional Education: INEE Good Practice Guide (http://www.ineesite.org/uploads/documents/store/doc_1_Tertiary.pdf) [INEE, 2003] � This INEE Good Practice Guide provides a series of practical strategies, checklists and resources for supporting tertiary education, and access to tertiary education, in emergency and crisis contexts. Adult Education: INEE Good Practice Guide (http://www.ineesite.org/uploads/documents/store/doc_1_Adult_Education.pdf) [INEE, 2003] � This INEE Good Practice Guide provides a series of practical strategies, checklists and resources for providing relevant, useful adult education in emergencies, allowing them to take on new roles and responsibilities. Strategies and Tools for Gender (http://www.unesco.org/iiep/eng/focus/emergency/guidebook/Chapter6.pdf) [Guidebook for Planning Education in Emergencies and Reconstruction, Section 3: Access and Inclusion, Chapter 6: Gender, UNESCO IIEP, 2006] � This chapter contains a list of practical strategies to achieve gender parity, equality and equity in education (pages 5-13) during emergencies and early reconstruction. It provides a Chart of Examples to Barriers to Girls Education and Possible Responses (pages14-15) and a chart of common interventions to assist girls’ and women’s participation in emergency situations (page 16). It also contains a tool on Partnership and Social Mobilization (page 17), which specifies key actions for a broad coalition of partnerships to undertake on behalf of gender equality in order to create a national movement from the community grassroots level to the political leadership. Gender Equality / Girls and Women's Education: INEE Good Practice Guide (http://www.ineesite.org/uploads/documents/store/doc_1_Gender_Equality_-_Education_of_Girls_and_Women.pdf) [INEE, 2003] � This INEE Good Practice Guide provides a series of practical strategies, checklists and resources for ensuring gender equality and girls and women’s education in education in emergency and reconstruction programmes. Strategies and Tools for Children with Disabilities (http://www.unesco.org/iiep/eng/focus/emergency/guidebook/Chapter8.pdf) [Guidebook for Planning Education in Emergencies and Reconstruction, Section 3: Access and Inclusion, Chapter 8: Children with Disabilities, UNESCO IIEP, 2006] � This chapter on contains practical strategies to ensure that children and youth with disabilities have access to quality education and learning opportunities and to integrate them into the regular education system whenever possible (pages 3-9). It also contains a chart of classroom adaptations and teaching strategies to deal with common disabilities, including warning signs and things to do for children with visual, intellectual and hearing disabilities (pages 10-12) and a chart of advantages and disadvantages of special schools for the disabled (page 10). Persons with Disability: INEE Good Practice Guide (http://www.ineesite.org/uploads/documents/store/doc_1_Persons_with_Disabilities.pdf ) [INEE, 2003] � This INEE Good Practice Guide provides a series of practical strategies, checklists and resources for ensuring the inclusion of and relevant learning for children with disabilities into the classroom.

15

Strategies and Tools for Gender: Access and Inclusi on Section http://www.unesco.org/iiep/eng/focus/emergency/guidebook/Chapter6.pdf [Guidebook for Planning Education in Emergencies and Reconstruction, Section 3: Access and Inclusion, Chapter 6: Gender, UNESCO IIEP, 2006] � This chapter contains a list of practical strategies to achieve gender parity, equality and equity in education (pages 5-13) during emergencies and early reconstruction. It provides a Chart of Examples to Barriers to Girls Education and Possible Responses (p.14-15) and a chart of common interventions to assist girls’ and women’s participation in emergency situations (p. 16). It also contains a tool on Partnership and Social Mobilization (p. 17), which specifies key actions for a broad coalition of partnerships to undertake on behalf of gender equality in order to create a national movement from the community grassroots level to the political leadership. Gender Equality / Girls and Women's Education: INEE Good Practice Guide http://www.ineesite.org/uploads/documents/store/doc_1_Gender_Equality_-_Education_of_Girls_and_Women.pdf [INEE, 2003] � This INEE Good Practice Guide provides a series of practical strategies, checklists and resources for ensuring gender equality and girls and women’s access to education in education in emergency and reconstruction programmes. The role of education in protecting children in con flict (http://www.odihpn.org/documents/networkpaper042.pdf) [Susan Nicolai and Carl Triplehorn, Humanitarian Practice Network Paper, 2003] � This paper explores the links between education and the wider protection needs of the children it assists. Of particular note is table 2 (page 10) which details the potential physical, cognitive and psychosocial protective elements of education in emergencies, including the article within the Convention on the Rights of the Child that they such protection corresponds to. Index for Inclusion http://ineesite.org/uploads/documents/store/doc_1_89_Index_for_Inclusion.doc [Developing Learning and Participation in Countries of the South: The Role of an Index for Inclusion, Tony Booth and Kristine Black-Hawkins, 2005] pages 1-7 � The Index for Inclusion is a set of materials devised for supporting the development of learning and participation in schools. It contains sections on developing a planning framework, a list of sample indicators and questions for the inclusive development of a learning centre. Responding to young children in post-emergency situ ations (http://www.bernardvanleer.org/publication_store/publication_store_publications/Early_Childhood_Matters_104/file) [Early Childhood Matters, Volume 104, Bernard van Leer Foundation, 2005] �This journal about early childhood looks at specific issues regarding the protection and development of young children, in particular from a psychosocial perspective, in emergencies. It contains articles on protecting children in emergencies, rapid child protection assessments in emergency contexts, ECD in emergencies, the child-to-child approach of helping children in emergencies and affected by conflict, restorative play in refugee situations and disabled children in conflict situations. Youth Education Pack Concept Note (http://ineesite.org/uploads/documents/store/doc_1_89_Youth_Pack_Concept.doc) [Norwegian Refugee Council] � This concept note provides a brief overview of the Norwegian Refugee Council’s Youth Education Pack, a one-year programme focused on literacy/numeracy, life skills and skills training for youth who have had little or no schooling and can be used to generate ideas for similar programmes. The INEE Minimum Standards and Inclusion of Childre n with Disabilities http://www.ineesite.org/minimum_standards/Journal_for_Disability_MSEE.pdf [Dean Brooks, The Journal for Disability, 2006] Document and pdf pages 33-37 � This article examines the ways in which the INEE Minimum Standards and other resources can assist practitioners

Resources

16

in the design, development and implementation of emergency education programs that integrate the special education needs of all children. Youth: Care & Protection of Children in Emergencies , A Field Guide (http://www.savethechildren.org/publications/technical-resources/emergencies-protection/YouthFieldGuide.pdf) [Marc Sommers, Save the Children, 2001] � This Field Guide provides an overview of who youth are, rationale for why they should be targeted in emergencies (pages 3-6) as well as lessons learned from youth programming during crisis situations (pages 16-17) and principles of youth programming (page 15). Facilitating Transitions for Children and Youth: Le ssons from Four Post-Conflict Fund Countries (http://www.reliefweb.int/rw/lib.nsf/db900SID/JBRN-6X5EL6/$FILE/Conflict%20Prevention%20and%20Post%20Conflict%20Reconstruction%20may%202006.htm.pdf?OpenElement) [Aly Rahim, Peter Holland, World Bank Social Development Papers 34, 2006)] � This report presents the lessons learned and international good practices from four case studies (Sierra Leone, DRC, Comoros, Pakistan) addressing of issues of disarmament and pilot reintegration activities, including education, for working with children and youth. Steps to Becoming an Inclusive Learning-Friendly En vironment (http://ineesite.org/uploads/documents/store/doc_1_Steps_to_Becoming_an_ILFE.pdf) [FRESH Tools for Effective School Health, UNESCO 2004] � This tool suggests steps that school staff (or a dedicated team) might take to create a more “inclusive, learning-friendly environment” at their school. It includes definitions for the terms “inclusive” and “learning-friendly” as proposed in the source document, and a simple activity for identifying and finding ways to overcome potential resistance to change. School Report Card (http://ineesite.org/uploads/documents/store/doc_1_89_WBstudentrptcard_PDF_From0ECS.pdf) [Parana State Secretariat of Education, 2002] � This tool is a model school rating system designed to provide information to parents and community members about the performance of the schools in their area, including information such as retention, promotion and drop-out rates. It can be adapted for different local contexts and used to bring communities closer to their school. Emergency Spaces for Children: Draft INEE Good Prac tice Guide (http://www.ineesite.org/uploads/documents/store/doc_1_Good_Practice_Guide_-_Emergency_Spaces_for_Children.pdf) [INEE, 2007] � This INEE Good Practice Guide provides a series of practical strategies, checklists and resources for creating Emergency Spaces for Children with communities to protect children through structured learning, play, psychosocial support and access to basic services. It provides guidance for following the ‘Do No Harm’ principle, involving communities in the development and implementation of learning that is relevant to children’s immediate and developmental needs, and training/supporting emergency spaces facilitators. Safety and Security Measures: INEE Good Practice Gu ide (http://www.ineesite.org/uploads/documents/store/doc_1_Safety_and_Security_Measures.pdf) [INEE, 2003] � This INEE Good Practice Guide provides a series of practical strategies, checklists and resources for ensuring that programs implemented in emergencies protect learners, such as ensuring that the school and surround area are safe, minimizing schools as targets or as centres for recruitment and ensuring safety coming to and from school.

Access and Learning Spaces

Tools

17

Safe Schools and Learning Environments: Suggested A ctivities, Indicators and Key Steps, Actions to Remember for Multi-Functional Teams (http://www.unhcr.org/cgi-bin/texis/vtx/refworld/rwmain?docid=469200e82) [Safe Schools and Learning Environments: How to Prevent and Respond to Violence in Refugee Schools, UNHCR, 2007) Document pages 36-41 � This brief lays out key steps and actions to follow in order to create safe school and learning environments when carrying out situational analysis, prevention and response and monitoring and evaluation (pages 36-37). There is also a matrix of suggested activities and indicators for programme officers (pages 38-41), which articulates objectives related to safe schools and learning environments as well as corresponding expected outputs and performance targets. Best Practices - Violence Free Zone: End School-Rel ated Violence, Prevent HIV/AIDS (http://aidsalliance.3cdn.net/9ec2e2ca07a2c7183d_aqm6b5zvz.pdf) [Nick Salter and Lisa Schechtman, Global AIDS Alliance, 2007] Document pages 7-13 / pdf pages 10-16 � Pages 12-13 of this report provide a set of best practices for building a comprehensive approach to combat school-related violence, drawn from case studies of promising practices (pages 7-12): USAID’s Safe Schools Program in Ghana and Malawi, UNICEF’s Children Friendly Schools and Plan International’s safe schools program in Togo. Safe Spaces (http://www.savethechildren.org.uk/en/docs/education_in_emergencies.pdf) [Education in Emergencies: A Tool kit for Starting and Managing Education in Emergencies, Save the Children, 2003] Doc pages p. 84-91; PDF pages 86-93 � This brief provides a definition of safe spaces and strategies for ensuring a safe school building (community responsibility, classrooms, furniture, drinking water, latrines), safety around the school (routes to and from school, UXOs, sanitation, recreation space) and in the school (food for education, health promotion and care, walls and décor) and in the classroom, in terms of avoiding politicization of what is taught and in the way in which a teacher disciplines the students. Strategies and Tools for Learning Spaces and School Facilities (http://www.unesco.org/iiep/eng/focus/emergency/guidebook/Chapter10.pdf) [Guidebook for Planning Education in Emergencies and Reconstruction, Section 3: Access and Inclusion, Chapter 10: Learning Spaces and School Facilities, UNESCO IIEP, 2006] �This chapter contains a series of strategies to ensure access to safe learning spaces and provide for children’s daily basic needs during school hours (pages 3-14) as well as an excerpt of the Immediately, Sooner, Later Matrix of Response focused on site selection, shelter and furniture (page 16). Child Friendly School and Protection Assessment Too l (http://ineesite.org/uploads/documents/store/doc_1_89_Protection_Assessment.xls) [UNICEF Thailand] � This Child Friendly School and Protection Assessment tool, from UNICEF Thailand, provides a framework for assessing protection and school children friendliness and should be adapted to the local context. Evaluating the Psycho-Social Environment of Your Sc hool (http://ineesite.org/uploads/documents/store/doc_1_Evaluating_the_PSE_of_Your_School.pdf) [FRESH Tools for Effective School Health, UNESCO 2004] � This tool contains a Psychosocial Environment Profile questionnaire, developed by the World Health Organization, to evaluate the extent to which a school’s environment contributes to the social and emotional well-being of its students and staff. It includes instructions for scoring the questionnaire, and for using the findings to plan and undertake corrective actions. While this tool may be useful to district and national level staff who make decisions on behalf of local schools, it is primarily intended for school administrators, teachers, community leaders and members of school health teams. School Site / Environmental Assessment: INEE Good P ractice Guide (http://ineesite.org/uploads/documents/store/doc_1_Assessing_Resource_Needs_-_School_Site.pdf) [INEE, 2003] � This INEE Good Practice Guide provides a series of practical strategies, checklists and resources for assessing where educational activities will take place in an acute emergency, including ensuring that schools and educational areas are safe for children, assessing spacing and catchments and using local standards in furnishing, rehabilitating and building schools and educational areas.

18

Shelter and School Construction: INEE Good Practice Guide (http://www.ineesite.org/uploads/documents/store/doc_1_Shelter_and_School_Construction.pdf) [INEE, 2003] � This INEE Good Practice Guide articulates a series of practical strategies, checklists and resources for providing immediate shelter and school alternatives during an acute emergency as well as for constructing new shelters, including the planned sequence from temporary to permanent structures. Guidelines for the Provision of Safe Water and Sani tation Facilities in Schools (http://ineesite.org/uploads/documents/store/doc_1_safewaterguidelines.pdf) [FRESH Tools for Effective School Health, UNESCO 2004] �This tool sets out guidelines and optimal and minimal acceptable standards for the provision of safe water and sanitation facilities in schools. Steps to Becoming an Inclusive Learning-Friendly En vironment http://ineesite.org/uploads/documents/store/doc_1_Steps_to_Becoming_an_ILFE.pdf [FRESH Tools for Effective School Health, UNESCO 2004] � This tool suggests steps that school staff (or a dedicated team) can take to create a more inclusive, learning-friendly environment at their school. It includes definitions for the terms “inclusive” and “learning-friendly” as well as a simple activity for identifying and finding ways to overcome potential resistance to change. Ten Standards for A Rights-Based and Child-Friendly School (http://www.unhcr.org/cgi-bin/texis/vtx/refworld/rwmain?docid=469200e82) [Safe Schools and Learning Environments: How to Prevent and Respond to Violence in Refugee Schools, UNHCR, 2007] Document and pdf pages 42-43 � This brief lays out ten standards for creating a rights-based, inclusive and child friendly school. Creating a Safe and Welcoming School (http://www.ibe.unesco.org/publications/EducationalPracticesSeriesPdf/Practice_16.pdf) [UNESCO, 2007] �This booklet, part of a series called The Educational Practices Series, shows how schools can be made safe and welcoming for children and as such, fostering children’s learning and their motivation to continue learning Attempts to create schools that provide quality education for young people are many. Yet, the pursuit for the latest technological advances for increased effectiveness in education, neglect the need for a school to be a safe and welcoming place for children to learn and grow. This booklet, part of a series called The Educational Practices Series, shows how schools can be made safe and welcoming for children and as such, fostering children's learning and their motivation to continue learning. Education Under Attack (http://www.unesco.org/education/attack/educationunderattack.pdf) [UNESCO, 2007] Document pages 32-44 / pdf pages 31-43 � This global study on targeted political and military violence against education staff and students includes a section on Prevention and Response, which surveys the following strategies: armed protection, community defence, promoting resilience, international pressure and safe sanctuaries, and ends with a series of recommendations and conclusions in order to reduce violence against schools and school staff. Safe Schools and Learning Environments: How to Prev ent and Respond to Violence in Refugee Schools (http://www.unhcr.org/cgi-bin/texis/vtx/refworld/rwmain?docid=469200e82) (UNHCR, 2007) pages 4-24 � This resource provides an overview of ‘what is safe education’ and articulates a set of guiding principles for responding to violence in educational settings. It presents a situational analysis for understanding violence in educational settings, lays out a series of preventive measures for creating safe and supportive learning environments and provides information on response mechanisms and monitoring and evaluation. The annexes include codes of conduct for refugee schools and quick guidance notes on suggested actions for programme officers and multi-functional teams.

Resources

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Local Action: Creating Health Promoting Schools (http://www.who.int/school_youth_health/media/en/sch_local_action_en.pdf) [World Health Organisation, 2004] This document is a practical "how-to" guide for work at the local level to establish school health programs. It offers organizing ideas and activities to identify health issues in the school and community and take steps such as establishing a planning team, gathering information, and developing an action plan to improve health and learning. This document includes many case studies, tools, handouts and masters for transparencies, which can be adapted to the cultural context and the resource base of the school. Strategies and Tools for Teacher Training, Teaching and Learning http://www.unesco.org/iiep/eng/focus/emergency/guidebook/Chapter18.pdf [Guidebook for Planning Education in Emergencies and Reconstruction, Section 4: Teachers and Learners, Chapter 18: Teacher Training, Teaching and Learning Methods, UNESCO IIEP, 2006] � This chapter articulates a series of strategies and guidance notes for teacher training, teaching and learning methods (pages 4-13) to train teachers to respond appropriately to the educational needs in various phases of an emergency as well as to further develop teacher-training capacity, and includes a list of key, practical elements for teacher training (pages 14-15). Pre-service, In-service, In the school Training and Capacity Building: INEE Good Practice Guide http://www.ineesite.org/uploads/documents/store/doc_1_Training_-_PreService_InService.pdf [INEE, 2003] � This INEE Good Practice Guide provides a series of practical strategies, checklists and resources for providing psychosocial support for teachers, basing teaching training upon accredited and recognized training systems, establishing a system of follow-up support and monitoring, and respecting local teaching skills and knowledge. It also provides a matrix of descriptions, pros and cons and strategies for the various types of pre-service and in-service training. Emergency Curriculum and Training Planning Tool http://ineesite.org/uploads/documents/store/doc_1_89_UNICEF_EiE_Toolkit.pdf [Education in Emergencies: A Resource Tool kit, UNICEF, 2006] Document page 22 / pdf page 46 � This matrix provides the framework for an adaptable emergency teacher training planning tool that can be used to train teachers and other education personnel to assess what is needed to develop a basic core teacher training and supervision programme for literacy and numeracy; for psychosocial healing; for recreation, sports and expression activities; for early childhood development; and for other emergency themes. Psychosocial Support: Role of Teachers, including S ample Teacher Workshop http://www.savethechildren.org.uk/en/docs/education_in_emergencies.pdf [Education in Emergencies: A Tool kit for Starting and Managing Education in Emergencies, Save the Children, 2003] Doc Pages 122-127; PDF pages 124-129 �This two-page brief (pages 122-123) provides guidance on the role of teachers in providing psychosocial support, including the need for cultural sensitivity, developing good communication skills and being able to draw on their own experience, as well as the forms of support that teachers need to avoid burnout. There is also a sample agenda (pages 125-127) that provides guidance on designing and carrying out a teacher workshop focused on psychosocial support for 20 teachers and youth activity leaders over one day, as part of in-service training. It can be adapted to different timeframes and local contexts. Training Teachers to meet Psycho-Social Needs: INEE Good Practice Guide http://www.ineesite.org/uploads/documents/store/doc_1_Training_Teachers_to_meet_Psychosocial_Needs.pdf [INEE, 2003] � This INEE Good Practice Guide provides a series of practical strategies, checklists and resources for training teachers to meet psychosocial needs through emphasizing normalcy, supporting good teaching and learning

Teaching Personnel

Tools

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practices, putting a referral system in place and supporting physical and psychosocial needs of the teachers and facilitators themselves. School Administration: INEE Good Practice Guide http://www.ineesite.org/uploads/documents/store/doc_1_School_Administration.pdf [INEE, 2003] � This INEE Good Practice Guide provides a series of practical strategies, checklists and resources for building the capacity of school administration through targeting specific themes for capacity-building, linking material support and training, training administrative teams, mentoring and monitoring, and supporting head teachers to address the day-to-day management issues of a school system as well as to jump-start the community mobilization process. Certification and Accreditation (teacher training): INEE Good Practice Guide http://www.ineesite.org/uploads/documents/store/doc_1_Certification_and_Accreditation.pdf [INEE, 2003] � This INEE Good Practice Guide provides a series of practical strategies, checklists and resources for the certification and accreditation of teacher training, giving guidance on how to base training upon recognized training systems, document all trainer-trainee interactions and content and actively pursue accreditation and certification. Strategies and Tools for Identification, selection and recruitment of teachers and education workers http://www.unesco.org/iiep/eng/focus/emergency/guidebook/Chapter15.pdf [Guidebook for Planning Education in Emergencies and Reconstruction, Section 4: Teachers and Learners, Chapter 15: Identification, Selection and Recruitment of Teachers and Education Workers, UNESCO IIEP, 2006] � This chapter presents a series of strategies, and guidance notes to implement those strategies, to retain existing teachers and education workers as well as to recruit new teachers and education workers to meet the new educational needs created by emergency situations. Assessment of Teacher/Facilitator Availability and Capacity, including Selection: INEE Good Practice G uide http://www.ineesite.org/uploads/documents/store/doc_1_Assessing_Resource_Needs_-_Teachers.pdf [INEE, 2003] � This INEE Good Practice Guide provides a series of practical strategies, checklists and resources for identifying and assessing teachers and facilitators, establishing clear roles and responsibilities, assessing the their psychosocial and physical needs, calculating the number of teachers needed. Gender Strategies in Emergencies, Chronic Crises an d Early Reconstruction Contexts: Recruiting and Supporting Women Teachers http://ineesite.org/uploads/documents/store/doc_1_58_Gender_Strategies_in_Emergencies.WT2.doc [INEE Gender Task Team, 2006] � Using the INEE Minimum Standards as a framework, this tool provides a series of concrete and practical strategies and promising approaches for recruiting and supporting women teachers. Staffing: Building a Team and Supporting Staff http://www.savethechildren.org.uk/en/docs/education_in_emergencies.pdf [Education in Emergencies: A Tool kit for Starting and Managing Education in Emergencies, Save the Children, 2003] PDF pages 69-72; Doc pages 67-70 � This brief on building an education team and supporting staff provides a sample organizational chart for a range of personnel involved in education programmes and projects and guidance on building a team: composition, job descriptions and selection process. Strategies and Tools for Teacher Motivation, Compen sation and Working Conditions http://www.unesco.org/iiep/eng/focus/emergency/guidebook/Chapter16.pdf [Guidebook for Planning Education in Emergencies and Reconstruction, Section 4: Teachers and Learners, Chapter 16: Teacher Motivation, Compensation and Working Conditions, UNESCO IIEP, 2006] � This chapter contains a series of strategies and guidance notes for adequately compensating and recognizing the efforts of teachers and for supporting the re-establishment of an on-going system of educator payment. It contains matrix (pages 13-14) with ideas for how NGOs can support government schools, including compensating teachers, and some potential positive and negative impacts of each strategy. It is important to note that any such action must be carried out, based on national standards and in agreement with the government, in coordination with others. Compensation and Payment of Educational Staff: INEE Good Practice Guide http://www.ineesite.org/uploads/documents/store/doc_1_Compensation_and_Payment_of_Educational_Staff.pdf [INEE, 2003]

21

� This INEE Good Practice Guide provides a series of practical strategies, checklists and resources for compensating and paying educational staff through a graduated, equitable and non-disruptive pay scale. It also includes a matrix of strategies, and positive and negative impacts of those strategies, to assist the government in teacher compensation. Sample Code of Conduct for Teachers http://www.ineesite.org/minimum_standards/MSEE_report.pdf [INEE Minimum Standards Handbook, adapted from UNHCR Eritrea, 2004] page 70 � This code of conduct can be used as a model, which schools can adapt for local use. Teacher Observation and Lesson Planning: INEE Good Practice Guide http://www.ineesite.org/uploads/documents/store/doc_1_Teacher_Observation_and_Lesson_Planning.pdf [INEE, 2003] � This INEE Good Practice Guide provides a series of practical strategies, checklists and resources for observing teachers and providing feedback in order to improve teacher performance and practice, including lesson planning and preparation. On-Site Teacher Training and Support - Mobile Train ers and Mentors: INEE Good Practice Guide http://ineesite.org/uploads/documents/store/doc_1_On-Site_Training.pdf [INEE, 2003] � This INEE Good Practice Guide provides a series of practical strategies, checklists and resources for supporting teachers, especially those with limited or no training, while they are in their schools teaching their own classes, through the establishment of "mobile trainers" or "teacher mentoring programs". These programs not only increase teachers’ effectiveness, but also have been shown to contribute to teacher retention and satisfaction. Teacher Assessment Questionnaire http://ineesite.org/uploads/documents/store/doc_1_89_Questionnaire_Teachers_Assessment.doc [Academy for Educational Development] �This assessment form can be adapted for local context and used for collecting evidence on the transfer of skills as the result of training programs and workshops. Teacher Training http://www.savethechildren.org.uk/en/docs/education_in_emergencies.pdf [Education in Emergencies: A Tool kit for Starting and Managing Education in Emergencies, Save the Children, 2003] Doc pages 96-100; PDF pages 98-102 � This brief provides an overview of how teacher training is different in emergencies; who is trained; the timeframe for training; and the forms of, methodology and content for training. It also lays out 4 practical steps to follow in planning effective training for teachers. Approaches to Teacher Training http://ineesite.org/uploads/documents/store/doc_1_89_UNICEF_EiE_Toolkit.pdf [Education in Emergencies: A Resource Tool kit, UNICEF, 2006] Document page 76 / pdf page 100 � This brief provides an overview of the various teacher training approaches, including strategies and support mechanisms for each: pre-service, in-service, face-to-face workshops, distance learning, cluster groups, mentoring and a cascade model. Teaching http://unesdoc.unesco.org/images/0012/001254/125450e.pdf [Jere Brophy, Educational Practices Series: International Academy of Education, International Bureau of Education, UNESCO, 1999] � This booklet provides a synthesis of principles for effective teaching, addressing generic aspects of curriculum, instruction and assessment, as well as classroom organization and management practices that support effective instruction. It focuses on learning outcomes but with recognition of the need for a supportive classroom climate and positive student attitudes toward schooling, teaching and classmates. Managing Teacher Costs for Access and Quality http://www.unicef.org/girlseducation/files/teachfin.pdf

Resources

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[Santosh Mehrotra and Peter Buckland, UNICEF, 1998] � This paper provides a series of strategies to manage teacher costs, including changing the salary structure, improving teacher utilization; and issues related to unqualified teachers, teachers in training and teacher aides/volunteers) as well as lessons learned on managing teacher costs. More and Better Teachers Needed: Achieving Quality Education for All http://www.id21.org/insights/insights-ed06/insights_edn_6.pdf [Special Issue of id 21 Insights Education, 2007] �This 6 page publication covers a number of very pertinent issues – changing patterns of teacher recruitment in West Africa; teacher absenteeism; teachers, gender and HIV/AIDS; teachers targeted in conflict; gender and educational leadership; teacher education. It is framed in terms of the critical need in many parts of the world for more and better teachers and for policy and programming to draw on both qualitative and quantitative data and research perspectives. Supervisory and Classroom Management Instrument http://ineesite.org/uploads/documents/store/doc_1_89_Supervisory_Classroom_Management.DOC [Academy for Educational Development, Quality Improvement in Primary Schools, Improving Learning through Partnerships Project, 2002] �This tool can be adapted for local context and used for assessing teachers’ supervisory and classroom management. Classroom Management http://www.ieq.org/pdf/InMyClassroomEN.pdf [In My Classroom: A Guide to Reflective Practice, USAID, American Institutes for Research, 2002] Document pages 22- 41 / pdf pages 28-47 � This chapter offers a series of practical strategies, activities and tools for improving classroom management techniques of teachers, including a Time-On-Task Matrix to help teachers find out how much time learners spend on learning tasks (pages 27-28) and an activity on organising groups, including a matrix on how to group learners (page 33). Establishing Norms and Limits in Schools http://www.crin.org/docs/Toolkit%20on%20Positive%20Discipline%20final.pdf [Toolkit on Positive Discipline, Save the Children, 2007] Document pages 77-79 / 93-95 � This tool presents eleven techniques to be used in a classroom that build upon norms and limits in positive ways, and help to achieve effective group management and control. Increasing Knowledge and Awareness about Gender http://ineesite.org/uploads/documents/store/doc_1_Increasing_Knowledge_and_Awareness_about_Gender.pdf [FRESH Tools for Effective School Health, UNESCO 2004] � This tool provides 28 sample exercises that teachers/facilitators can use to help young people better understand what gender is and how it affects their lives. Two Fact Sheets, entitled “The Rights of Young People” and “Sex and Sexuality”, are provided to support the activities. Inclusion Strategies for Education Checklist http://www.savethechildren.org.uk/en/docs/education_in_emergencies.pdf [Education in Emergencies: A Tool kit for Starting and Managing Education in Emergencies, Save the Children, 2003] PDF pages 32-33; Doc Pages 30-31 �This matrix provides a series of strategies to create access to education for vulnerable groups, including children with disabilities, as well as strategies to aid learning once access has been assured. Persons with Disability: INEE Good Practice Guide http://www.ineesite.org/uploads/documents/store/doc_1_Persons_with_Disabilities.pdf [INEE, 2003]

Learning Process

Tools

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� This INEE Good Practice Guide provides a series of practical strategies, checklists and resources for ensuring the inclusion of and relevant learning for children with disabilities into the classroom. Strategies and Tools for Children with Disabilities http://www.unesco.org/iiep/eng/focus/emergency/guidebook/Chapter8.pdf [Guidebook for Planning Education in Emergencies and Reconstruction, Section 3: Access and Inclusion, Chapter 8: Children with Disabilities, UNESCO IIEP, 2006] � This chapter contains practical strategies to ensure that children and youth with disabilities have access to quality education and learning opportunities and to integrate them into the regular education system whenever possible (pages 3-9). It also contains a chart of classroom adaptations and teaching strategies to deal with common disabilities, including warning signs and things to do for children with visual, intellectual and hearing disabilities (pages 10-12) and a chart of advantages and disadvantages of special schools for the disabled (page 10). Learner Participation Ideas http://www.ieq.org/pdf/InMyClassroomEN.pdf [In My Classroom: A Guide to Reflective Practice, USAID] Document page 31 / pdf page 37 � This tool presents seven suggested techniques that teachers can use to encourage students to participate in learning by using every-student-response techniques, which engage students and encourages them to pay attention. Active Learning Strategies http://www2.unescobkk.org/elib/publications/095/Teaching_Large_Classes.pdf [Practical Tips for Teaching Large Classes: A Teachers Guide, UNESCO, 2006] Document pages 32-39 / pdf pages 40-48 � This section provides a series of in-class exercises, group exercises, cooperative learning, and other learning strategies to ensure active, participatory learning in the classroom, and can be used in training teachers and other education personnel. Active Methods for Teaching and Learning http://ineesite.org/uploads/documents/store/doc_1_ActiveT_L.pdf [FRESH Tools for Effective School Health, UNESCO 2004] � This tool presents nine active methods for teaching and learning about health (and other subjects), that teachers willing to try out new things can use to help their pupils think for themselves. These methods are not expensive and the tool gives guidance on their use within a classroom: discussion groups, stories, pictures and blackboard, experiments and demonstrations, surveys, visits and visitors, role playing and drama, poems and songs, and games. Strategies and Tools for Curriculum and Learning (http://www.unesco.org/iiep/eng/focus/emergency/guidebook/Chapter20.pdf) [Guidebook for Planning Education in Emergencies and Reconstruction, Section 5: Curriculum and Learning, Chapter 20: Curriculum Content and Review Process, UNESCO IIEP, 2006] � This chapter contains a series of strategies and guidance notes for curriculum content and review process (pages 6-14), which includes a list of curriculum elements by content area (pages 12-14). Moreover, the chapter contains a list of sensitivity criteria that can be used during a textbook review process (page 18) and a series of lessons learned from Rwanda with regard to the process of curriculum revision (pages 18-19). Revising and Negotiating the Curriculum: INEE Good Practice Guide (http://www.ineesite.org/uploads/documents/store/doc_1_Revising_the_Curriculum.pdf) [INEE, 2003] � This INEE Good Practice Guide provides a series of practical strategies, checklists and resources for ensuring revising and negotiating the curriculum, including rapidly reviewing the curriculum, ensuring students’ needs are met, beginning with non-controversial subjects and maximizing the participation and understanding of community stakeholders. This Good Practice Guide also contains a special section on guidance regarding the curriculum used in refugee areas. Curriculum and Testing: INEE Good Practice Guide (http://www.ineesite.org/uploads/documents/store/doc_1_Curriculum_and_Testing.pdf) [INEE, 2003] � This INEE Good Practice Guide provides a series of practical strategies, checklists and resources for ensuring curriculum relevance, that the learning system promotes equity, tolerance and universal values and recognizes student achievement and certification. It also contains a special section on guidance regarding the curriculum used in refugee areas.

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Sample Management Matrix used for Understanding/Analyzing the functio n of Different Levels of the Education Bureaucracy Regarding a Given Issue (e.g. Curriculum) (http://www.unesco.org/iiep/eng/focus/emergency/guidebook/Chapter33.pdf) [Guidebook for Planning Education in Emergencies and Reconstruction, Section 6: Capacity-Management, Chapter 33: Structure of the Education System, UNESCO IIEP, 2006] � The sample management matrix on page 13 provides a useful framework for understanding and analysing the function of different levels of the education bureaucracy regarding a given issues. The matrix is focused on the issue of curriculum, and can be adapted in order to develop a coherent and coordinated strategy to address this or other issues. Life Skills and Complementary Education Programs: I NEE Good Practice Guide (http://www.ineesite.org/uploads/documents/store/doc_1_Life_Skills_and_Complementary_Ed.pdf) [INEE, 2003] � This INEE Good Practice Guide provides a series of practical strategies, checklists and resources for preparing communities to live in areas of crisis and post-crisis through providing life-saving information on issues like health, landmine awareness and peace education in both formal school and non-formal community settings. Life Skills- Peace Education: INEE Good Practice Gu ide (http://www.ineesite.org/uploads/documents/store/doc_1_Life_Skills_and_Complementary_Ed.pdf) [INEE, 2003] � This INEE Good Practice Guide provides a series of practical strategies, checklists and resources for establishing peace education programmes, including basing activities on indigenous knowledge and traditions of peace. It also lists common elements (concepts, values, skills, knowledge) that are often included in peace education programmes and gives advice on evaluating peace education programmes. Strategies and Tools for Education for Life Skills: Peace, Hum an Rights and Citizenship (http://www.unesco.org/iiep/eng/focus/emergency/guidebook/Chapter25.pdf) [Guidebook for Planning Education in Emergencies and Reconstruction, Section 5: Curriculum and Learning, Chapter 25: Education for Life Skills: Peace, Human Rights and Citizenship, UNESCO IIEP, 2006] � This chapter contains a series of strategies and guidance notes to help learners to develop constructive non-violent behaviours (pages 4-13) as well as a chart comparing intervention models for behavioural skills and values development (page 17), which articulates advantages and typical problems associated with each model. Strategies and Tools for Environmental Education (http://www.unesco.org/iiep/eng/focus/emergency/guidebook/Chapter23.pdf) [Guidebook for Planning Education in Emergencies and Reconstruction, Section 5: Curriculum and Learning, Chapter 23: Environmental Education, UNESCO IIEP, 2006] � This chapter presents a series of strategies and guidance notes for creating new patterns of behaviour towards the environment and providing people with skills to protect and improve the environment: pages 2-6 contain a list of seven topics in refugee environmental education programmes (page 7) and a list of key points on environmental education for formal as well as non-formal awareness raising (pages 8-10). Life Skills- Health Education: INEE Good Practice G uide (http://www.ineesite.org/uploads/documents/store/doc_1_Life_Skills_and_Complementary_Ed.pdf) [INEE, 2003] � This INEE Good Practice Guide provides a series of practical strategies, checklists and resources for designing and implementing skills-based health education campaigns in safe spaces and in schools. Strategies and Tools for HIV/AIDS Preventive Educat ion (http://www.unesco.org/iiep/eng/focus/emergency/guidebook/Chapter22.pdf) [Guidebook for Planning Education in Emergencies and Reconstruction, Section 5: Curriculum and Learning, Chapter 22: HIV/AIDS Preventive Education, UNESCO IIEP, 2006] � This chapter presents a series of strategies and guidance notes for implementing HIV/AIDS Preventive Education (pages 5-12) and also contains advice on the activities and methods used for teaching about HIV/AIDS (page 17) as well as a chart examining where to place life-skills-based education (including HIV/AIDS) within the curriculum (as a ‘carrier’ subject (alone); as a separate subject; integrated/infused across subjects) and articulating the advantages and disadvantages of each approach (pages 17-18). Life Skills- Landmine and Unexploded Ordnance Aware ness: INEE Good Practice Guide (http://www.ineesite.org/uploads/documents/store/doc_1_Life_Skills_and_Complementary_Ed.pdf)

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[INEE, 2003] � This INEE Good Practice Guide provides a series of practical strategies, checklists and resources for designing and implementing landmine awareness programs in communities and in schools. School Supplies and Teaching Materials: INEE Good P ractice Guide (http://www.ineesite.org/uploads/documents/store/doc_1_School_Supplies_and_Teaching_Materials.pdf) [INEE, 2003] � This INEE Good Practice Guide provides a series of practical strategies, checklists and resources for procuring administrative, teaching and classroom and recreation materials appropriate to local standards, using distribution as a means of building local capacity and accountability, and encouraging use and development of locally made teaching aids and recreational materials. Student Learning Materials: INEE Good Practice Guid e (http://www.ineesite.org/uploads/documents/store/doc_1_Student_Learning_Materials.pdf) [INEE, 2003] � This INEE Good Practice Guide provides a series of practical strategies, checklists and resources for reviewing and providing sufficient learning materials to achieve educational goals, using distribution mechanism for capacity building, and developing a strategy for sustainability. Strategies and Tools for Textbooks, Educational Mat erials and Teaching Aids (http://www.unesco.org/iiep/eng/focus/emergency/guidebook/Chapter27.pdf) [Guidebook for Planning Education in Emergencies and Reconstruction, Section 5: Curriculum and Learning, Chapter 27: Textbooks, Educational Materials and Teaching Aids, UNESCO IIEP, 2006] � This chapter contains a series of strategies and guidance notes for providing quality, relevant textbooks, educational materials and teaching aids (pages 3-10), a list of emergency, interim and development options for decision-making on learning materials (page 12) and a matrix outlining the advantages and disadvantages of education kits (page 13). Supplies: Types of Supplies, Selection, Procurement and Distribution (http://www.savethechildren.org.uk/en/docs/education_in_emergencies.pdf) [Education in Emergencies: A Tool kit for Starting and Managing Education in Emergencies, Save the Children, 2003] Doc pages 76-80; PDF pages 78-82 � This brief provides an overview of the types of educational supplies that may be needed and/or used (textbooks and supplies for students, the classroom, administration, recreation, clothing and sanitary items) and sets forth criteria to use when selecting supplies and calculating the number of supplies per number of children as well as the amount to budget for supplies. It also provides guidance on procurement and distribution of supplies, including education kits. Increasing Use of Teaching Materials (http://www.ieq.org/pdf/InMyClassroomEN.pdf) [In My Classroom: A Guide to Reflective Practice, USAID] Document page 48 / pdf page 54 � This chart and its accompanying questions can be adapted for different local contexts to help educators and administrators to understand why teaching and learning materials might not be used at their school, to think through how the materials are stored and protected from damage and to brainstorm ways of increasing the use of teaching and learning materials in the school. Information and Communication Technology: INEE Good Practice Guide (http://www.ineesite.org/uploads/documents/store/doc_1_Information_and_Communication_Technology.pdf) [INEE, 2003] � This INEE Good Practice Guide provides a series of practical strategies, checklists and resources for training in basic computer and internet skills, maximizing local resources and the impact of information technology, and using technology and training as a tool for social change. Checklist of Determining Continuous Assessment or E xams http://www.ieq.org/pdf/InMyClassroomEN.pdf [In My Classroom: A Guide to Reflective Practice, USAID] Document page 61 / pdf page 67 �This checklist provides ideas about the various types of exams that are tied to different forms of continuous assessment and also lays out a series of questions comparing exams and continuous assessment for teachers and other education personnel to discuss.

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Learning Content http://www.savethechildren.org.uk/en/docs/education_in_emergencies.pdf [Education in Emergencies: A Tool kit for Starting and Managing Education in Emergencies, Save the Children, 2003] Doc pages 107-112; PDF pages 109-114 � This brief provides background information on how education is organized through curriculum and lesson plans, gives guidance on what skills (survival, developmental, academic), articulates a series of principles for what makes learning effective and outlines key issues relating to changing the content and language of a curriculum. Framework for Learning for Children Affected by Eme rgencies http://www.savethechildren.org.uk/en/docs/education_in_emergencies.pdf [Education in Emergencies: A Tool kit for Starting and Managing Education in Emergencies, Save the Children, 2003] Doc pages 113-115; PDF pages 115-117 � This tool, which emphasizes the need for a holistic, rights-based and participatory approach to education, articulates the purpose, and impact of, the various components of the survival skills, individual and social development skills and academic skills that children learn. It can be used as a tool to advocate for education in emergency and reconstruction contexts. Active Learning Diagram http://www.savethechildren.org.uk/en/docs/education_in_emergencies.pdf [Education in Emergencies: A Tool kit for Starting and Managing Education in Emergencies, Save the Children, 2003] Doc page 28; PDF p. 30 � This tool presents a diagram for why active learning is important in improving the quality of teaching, challenging the traditional or didactic teaching method. It can be used in trainings or discussions with teachers and other education personnel, including to brainstorm knowledge or skills they have personally gained through active learning. Teaching http://unesdoc.unesco.org/images/0012/001254/125450e.pdf [Jere Brophy, Educational Practices Series: International Academy of Education, International Bureau of Education, UNESCO, 1999] � This booklet provides a synthesis of principles for effective teaching, addressing generic aspects of curriculum, instruction and assessment, as well as classroom organization and management practices that support effective instruction. It focuses on learning outcomes but with recognition of the need for a supportive classroom climate and positive student attitudes toward schooling, teaching and classmates. Continuous Assessment http://ineesite.org/uploads/documents/store/doc_1_89_Continuous_Assessment.doc [Kofi B. Quansah, Academy for Educational Development, BECAS, 2005] � This handbook provides an overview of the benefits, problems and purposes of continuous assessment in schools and practical guidance on redesigning continuous assessment, including guidelines for selecting instructional objectives for continuous assessment (section 7) and for developing continuous assessment tasks (section 8).

Monitoring System Improvement

The process of identifying key indicators, collecti ng and processing data, and utilizing that to track progress must build public and official capac ity to regularly report on key indicators of education progress, including learning outcomes. Mo nitoring education progress must also include monitoring underlying causes of fragility a nd the role of education within that.

Relevant INEE Minimum Standards for Sector Assessment, Planning and Coordination: Community Participation – Standard 1: Participation

Analysis – Standard 3: Monitoring Analysis – Standard 4: Evaluation

Resources

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Participatory Development Tools (http://www.unhcr.org/publ/PUBL/44c486cd2.pdf) [Handbook for Planning and Implementing Development Assistance for Refugee Programmes [UNHCR, 2002] Doc pages II 8 – II 13 Pdf pages 27-33 � Participatory development is concerned with stakeholders’ involvement in decision-making, implementation, monitoring and evaluation and the sharing of responsibilities and benefits and these tools include a matrix of challenges and responses in participatory approaches as well as a matrix of Participatory Learning and Action tools and techniques. Education and Fragility: An Assessment Tool (http://ineesite.org/uploads/documents/store/doc_1_89_education_and_fragility_assessment-tool.pdf) [USAID, 2006] � The Education and Fragility Assessment Tool helps to identify the links between education and fragility in countries that are at risk of conflict, and identifies education interventions to help avert crises and build capacity and resilience toward peace and transformation. Monitoring Systems for Emergency Education: INEE Go od Practice Guide (http://www.ineesite.org/uploads/documents/store/doc_1_Monitoring_Systems.pdf) [INEE, 2003] � This INEE Good Practice Guide provides a series of practical strategies, checklists and resources for ensuring that continuous monitoring is driven by well thought-out program design that establishes how the activities lead to achievement of the program goal and what is to be measured and the methodology to be used. It also provides guidance on monitoring by community and using both qualitative and quantitative indicators. School Data and Information Systems: INEE Good Prac tice Guide (http://www.ineesite.org/uploads/documents/store/doc_1_School_Data_and_Info_Systems.pdf) [INEE, 2003] � This INEE Good Practice Guide provides a series of practical strategies, checklists and resources for understanding, developing and utilizing school data and information systems, including a chart giving guidance on monitoring how the demographics of students, teachers and administration change over time. Sample Education Activity Monitoring Tool (http://ineesite.org/uploads/documents/store/doc_1_89_UNICEF_EiE_Toolkit.pdf) [Education in Emergencies: A Resource Tool kit, UNICEF, 2006] Doc pages 154-156 Pdf pages 178-180 � This matrix provides a framework for monitoring student enrolment, teacher training, tent erection, school feeding, water supply, latrines and school management committee/parent teacher association training and capacity-building. Monitoring Indicators for Education (http://ineesite.org/uploads/documents/store/doc_1_89_UNICEF_EiE_Toolkit.pdf) [Education in Emergencies: A Resource Tool kit, UNICEF, 2006] Doc pages 150-151 Pdf pages 174-175 � This matrix provides a framework for monitoring UNICEF’s Core Commitments to Children for education, which can be adapted for local contexts and other agencies’ commitments. Indicators of Quality (http://www.savethechildren.org.uk/en/docs/education_in_emergencies.pdf) [Education in Emergencies: A Tool kit for Starting and Managing Education in Emergencies, Save the Children, 2003] Doc page 143 Pdf page 145 � This list of indicators of quality, developed with teachers and children working with Save the Children, can be used as a monitoring tool and a guide for other programmes to develop their own specific indicators, the value of which is in the process as well as the product.

Tools

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Strategies and Tools for Planning Processes (http://www.unesco.org/iiep/eng/focus/emergency/guidebook/Chapter30.pdf) [Guidebook for Planning Education in Emergencies and Reconstruction, Section 6: Management Capacity, Chapter 30: Project Management, UNESCO IIEP, 2006] � This chapter examines project management through a cycle of stages: identification, preparation, appraisal/review, approval and financing, implementation, monitoring and evaluation and provides a series of strategies, and guidance notes to implement those strategies (pages 5-7), as well as a sample logical framework (page 9). Matrix Analyzing Ways of Measuring Education Qualit y and Estimating School-age Population (http://www.unesco.org/iiep/eng/focus/emergency/guidebook/chapter4.pdf) [Guidebook for Planning Education in Emergencies and Reconstruction, Section 2: General Overview, Chapter 4: Education for All in Emergencies and Reconstruction, UNESCO IIEP, 2006] � This chapter provides two tools useful for monitoring: a matrix analyzing different ways of defining/measuring education quality (page 21) and two methods for estimating school age population (page 25). EFA Indicator List by Area and Student/Teacher/Admi nistration Indicators (http://www.unesco.org/iiep/eng/focus/emergency/guidebook/chapter4.pdf) [Guidebook for Planning Education in Emergencies and Reconstruction, Section 5: Management Capacity, Chapter 34: Data Collection and Education Management Information Systems, UNESCO IIEP, 2006] � This chapter contains a list of EFA indicators, useful for monitoring purposes, for adult literacy, youth literacy, early childhood care and education, primary education, secondary education, human resources, internal efficiency, finance, private enrolment, out-of-school children (page 13). It also contains a table that lists possible indicators with regard to students, teachers and administration to be used when assessing, monitoring and evaluating education programmes in emergencies or crisis situations (page 14). Policy Indicators for content areas and policy asse ssment http://unesdoc.unesco.org/images/0013/001395/139545e.pdf [Planning Policies for Early Childhood Development: Guidelines for Action, Emily Vargas-Barón, UNESCO/UNICEF, 2005] Pdf pages 96-101 / document pages 91-96 � The purpose of this tool is to help Policy Planning Teams consider a wide range of indicators previously used in many nations and provinces for possible application in National Early Childhood Development Policies. Several of the indicators also have been used in education policies. This list is not exhaustive but Policy Planning Teams can make a selection of indicators as well as create new ones for each age range and outcomes area.

Monitoring and Evaluation (http://www.savethechildren.org.uk/en/docs/education_in_emergencies.pdf) [Education in Emergencies: A Tool kit for Starting and Managing Education in Emergencies, Save the Children, 2003] Doc pages 137-142 PDF pages 139-144 � This resource gives an overview of what monitoring and evaluation can achieve and definitions of goals, objectives, activities and indicators. It also provides guidance on how monitoring and evaluation are carried out, by whom and what resources are needed and articulates challenges in monitoring and evaluation. Monitoring and Evaluation matrix: Selected Indicato rs for School-Based Integrated Monitoring of Qualit y in Education and Child-Friendliness of Schools in HIV Impacted Schools and Communities http://www.ineesite.org/minimum_standards/zimbabwe_tool.pdf [UNICEF Zimbabwe, 2005] � This monitoring and evaluation matrix, developed by UNICEF Zimbabwe, provides an example of how programmes can be guided by the INEE Minimum Standards and how the indicators can be adapted for the local context. In this case indicators have been adapted for school-based integrated monitoring of quality and child-friendliness of schools in HIV impacted schools and communities. INEE Case Study: Post-Conflict Education Programmes in Burundi and DRC http://ineesite.org/uploads/documents/store/doc_1_INEECaseStudyJRSBurundiDRC.pdf [INEE, 2007]

Resources

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� This Case Study describes how the INEE Minimum Standards have been applied in post-conflict contexts in Burundi and the Democratic Republic of the Congo. The author, a member of INEE, describes the value of applying the Minimum Standards on Community Participation and Analysis in order to ensure an effective and participatory monitoring and evaluation process that includes all stakeholders.