Tools in Other Languages
Resources in Chinese




   Chinese (Mandarin): Women, Girls, Boys and Men: Different Needs - Equal Opportunities
IASC 2006
This handbook targets field practitioners responding to humanitarian emergencies that result from conflict or natural hazards. In particular, sector/cluster actors are offered practical guidance on identifying and addressing the differing needs and situations of women, girls, boys, and men. A section on gender and education can be found on pp. 49-55 including a brief section on Teaching and Learning and a checklist for assessing gender equality programming in the education sector.

   INEE Guidance Notes on Safer School Construction - Chinese
INEE 2009
These Guidance Notes provide a framework of guiding principles and general steps to develop a context-specific plan to address a critical gap to reaching the Education for All (EFA) and Millennium Development Goals (MDGs) through the disaster resilient construction and retrofitting of school buildings. The guidance notes briefly address the need and rationale for safer school buildings; recommend a series of suggested steps that highlight key points that should be considered when planning a safer school construction and/or retrofitting initiative; and identify basic design principles and requirements a school building must meet to provide a greater level of protection.

   INEE Guidance Notes on Teaching and Learning - Chinese
INEE
This publication articulate good practice on critical issues related to curricula adaptation and development; teacher training, professional development and support; instruction and learning processes; and the assessment of learning outcomes. The Guidance Notes can be adapted to the local context and used by government ministries, staff of NGOs, donors, teacher training institutions and the teaching community.

   INEE Minimum Standards Handbook 2004 - Chinese
INEE 2004
This Handbook is the only global tool that articulates the minimum level of educational quality and access in emergencies through to recovery. The Minimum Standards express a commitment that all individuals – children, youth and adults – have a right to education. The aim of the Handbook is 1) to enhance the quality of educational preparedness, response and recovery; 2) to increase access to safe and relevant learning opportunities for all learners, regardless of their age, gender or abilities; and 3) to ensure accountability and strong coordination in the provision of education in emergencies through to recovery. The Handbook was originally developed in 2004 and updated in 2010.

   INEE Minimum Standards Handbook 2010 - Chinese
INEE 2010
This Handbook is the only global tool that articulates the minimum level of educational quality and access in emergencies through to recovery. The Minimum Standards express a commitment that all individuals – children, youth and adults – have a right to education. The aim of the Handbook is 1) to enhance the quality of educational preparedness, response and recovery; 2) to increase access to safe and relevant learning opportunities for all learners, regardless of their age, gender or abilities; and 3) to ensure accountability and strong coordination in the provision of education in emergencies through to recovery. The Handbook was originally developed in 2004 and updated in 2010.

   INEE Minimum Standards Map - Chinese


   INEE Minimum Standards Map (Chinese)
INEE 2011
This is a graphic representation of the content of the 2010 edition of the INEE Minimum Standards.