Tools in Other Languages
Resources in English




   Concept Note: Journal on Education in Emergencies
INEE 2013
This concept note outlines a proposal for the establishment of a Journal on Education in Emergencies (EiE).

   Contextualizing Global Standards to Local Settings: Challenges and Lessons Learned
INEE 2013
This paper reflects on challenges and lessons learned from the contextualization of the INEE Minimum Standards, the only global tool that articulates the minimum level of educational access and quality in emergencies through to recovery and development. Contextualizations have taken place in eight countries/territories to date: Afghanistan, Ethiopia, Lebanon, Occupied Palestinian Territories (OPT), Sri Lanka, Vietnam, Somalia, and South Sudan.

   Gender mainstreaming in practice: A toolkit.


   IBE glossary of curriculum terminology
UNESCO IBE 2013

   Integrating Early Childhood Development (ECD) activities into Nutrition Programmes in Emergencies: Why, What, and How
UNICEF & WHO 2012
Developed by UNICEF and the World Health Organization, this document helps to give practical advice on how to integrate early childhood development activities with nutrition programs in emergencies. The report gives examples of stimulation activities for children, explains what is most effective in early childhood development programs, and addresses some of the possible challenges associated with such an endeavor. The appendices give more tangible steps to undertake when setting up an emergency feeding program in order to integrate early childhood education activities.

   Internationally agreed glossary of basic terms related to disaster management.


   Minimum standards for education: Preparedness, response, recovery


   Minimum standards for education: Preparedness, response, recovery.


   Module 1: Educational research: Some basic concepts and terminology.


   OECD Factsheet: What does "resilience" mean for donors?


   1966 UNESCO/ILO Recommendation Concerning the Status of the Teaching Profession
UNESCO, Adopted by the Special Intergovernmental Conference on the Status of Teachers 1966
This ILO/UNESCO Recommendation, adopted by the Special Intergovernmental Conference on the Status of Teachers, promotes a series of guiding principles for good teaching practices, including issues of compensation (section X).

   2009 UNISDR Terminology on disaster risk reduction


   2009 UNISDR Terminology on disaster risk reduction.


   2010 Advocacy toolkit


   2011 Report on the Promotion and Use of the INEE Minimum Standards
INEE 2012
This annual report compiles many uses of the INEE Minimum Standards throughout the year and breaks them down by region and dissemination method. The report provides a brief description and links to additional information (if applicable) for each entry.

   2013 CASEL Guide: Effective social and emotional learning programs.


   30-minute INEE Minimum Standards Assessment Package
INEE 2012
The materials in the Launch Packets can help members present the findings of the 2012 Minimum Standards Assessment Survey and facilitate dialogue around the further use of the INEE Minimum Standards to support EiE programs and initiatives.

   50-minute INEE Minimum Standards Assessment Package
INEE 2012
The materials in the Launch Packets can help members present the findings of the 2012 Minimum Standards Assessment Survey and facilitate dialogue around the further use of the INEE Minimum Standards to support EiE programs and initiatives.

   A Distinction with a Difference: Conflict Sensitivity and Peacebuilding
Woodrow, P. and Chigas, D. 2009
This article examines the damage done by conceptual confusion between conflict sensitivity and peacebuilding, and proposes some ways to distinguish the two that, evidence suggests, may lead to more effective peacebuilding and conflict sensitive practice.

   A Focused Conversation: Education Systems
Brooks, D., 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.

   A Framework for Assessing the Effectiveness of the Delivery of Education Aid in Fragile States
Berry, C. 2009
This paper analyses how four approaches to delivering education aid (sector-wide approaches, trust funds, social funds and UN-led approaches) have impacted education sector outcomes, particularly in the context of fragile states, and identifies what can be learnt about the effective delivery of education aid from each of these examples.

   A Guide to School Vulnerability Assessments: Key Principles for Safe Schools
Office of Safe and Drug-Free Schools, US Department of Education 2008
This volume targets school authorities and school administrators. Vulnerability assessment is the ongoing process for identifying and prioritising risks to the individual schools and school districts. Examples, case studies and lessons learned are provided. Rather than step-by-step instructions, the authors describe the key elements to be considered when selecting an assessment tool appropriate for school environments and provide guidance for conducting an assessment that will inform school emergency management activities.

   A Human Rights-Based Approach to Education for All
UNESCO and UNICEF 2007
This tool, which targets governments, international and national agencies, parents, teachers, communities, and civil society organisations, focuses on current thinking and practice on human rights-based approaches in the education sector. It presents key issues and challenges in rights-based approaches and provides a framework for policy and programme development from the level of the school up to the national and international levels. The predominant focus in this publication is on basic education, but within a life-cycle and lifelong learning approach.

   A Manual for the Use of Schools and Communities in the Maintenance of Primary School Buildings
Wakeham, N. 2003
This easy-to-understand maintenance guide for local school implementation includes detailed instructions for school building maintenance, designed for Africa but applicable elsewhere. It is targeted towards any personnel or volunteers with responsibility for school facilities maintenance.

   A Measure of Peace: Peace And Conflict Impact Assessment (PCIA) Of Development Projects In Conflict Zones
Conflict Prevention and Post-Conflict Reconstruction (CPR) Network 1998
This Handbook is aimed at improving the understanding and skills for conflict-sensitive programming. It will assist in preparing participants to conduct Peace and Conflict Impact Assessments, as well as to identify and design conflict sensitive options and programs. It is designed for those who wish to ensure that the impact of their engagement will, as a minimum ‘do no harm’, and as an optimum, have a positive effect on the conflict dynamics of the community in which the project is taking place.

   A National Report Card on Protecting Children During Disasters
Save the Children 2010
This document grades the US 50 states on four criteria of preparedness in case the community encounters a disaster such as floods, earthquakes, wildfires and terror attacks. The report is the second disaster preparedness report released by Save the Children's U.S. Programs. The 2010 year report found that 38 states and the District of Columbia did not meet all four basic standards, and seven states met zero. Only 12 states meet all four standards, including Mississippi and Alabama, which is five more than in the 2009 report.

   A New Deal for Engagement in Fragile States, International Dialogue
OECD 2010
The “New Deal”, which builds on the vision and principles articulated from the Millennium Declaration to the Monrovia Roadmap, proposes key peacebuilding and statebuilding goals, focuses on new ways of engaging, and identifies commitments to build mutual trust and achieve better results in fragile states. The five goals are: to foster inclusive political settlements and conflict resolution; establish and strengthen people’s security; address injustices and increase people’s access to justice; generate employment and improve livelihoods; and manage revenue and build capacity for accountable and fair service delivery. These goals will guide the identification of peacebuilding and statebuilding priorities at the country level. They will inform the national vision, plan and a country-level compact to implement the plan.

   A Peace and Conflict Impact Assessment (PCIA) Handbook
CPR Network 2005
This paper examines the critical linkages between peace, conflict and development. Peacebuilding should not be regarded as a specific activity but as an impact. There is, therefore, a tremendous need to avoid “ghettoizing” peacebuilding as a type of project separate from “conventional” development. Rather, all development activities (especially those in environments of potential conflict) should be assessed in terms of their peace and conflict impact. While there are a number of important questions which may lead to a formal “tool” for peace and conflict impact assessment (PCIA), developing such a tool will have to bem the product of the interaction and synergies of the full spectrum of the peacebuilding community.

   A Practical Guide for Developing Child Friendly Spaces
UNICEF 2010
This guide is designed to assist UNICEF staff and partners in establishing and operating Child Friendly Spaces (CFS) in an emergency. The overall aim is to improve the standards and capacity of field staff, by providing the required knowledge to support the design and operations of child friendly spaces. It will facilitate an understanding of how to develop a CFS in contexts in which children's well-being are threatened or damaged as a result of conflict or natural disasters.

   A Quick Guide to Conflict Sensitive Programme Management
Swedish Agency for Development and Cooperation 2006
This is a quick guide to the adaptation of country strategies/programs to the situations of political tensions or during and after violent conflict. It uses Conflict Sensitive Program Management (CSPM), a management approach that addresses values, procedures, tools and communications for steering development and humanitarian programs and their projects in a context of political tensions, prior, during or after violent conflict. This quick CSPM guide for the strategy and program level provides an overview of the process of strategy/program adaptation for management staff in Cooperation Offices (COOFs) and at headquarters.

   A Strategic Approach: HIV & AIDS and Education
UNAIDS IATT on Education 2009
This is a revised version of UNAIDS' 2003 Strategic Approach document. This presents a strategic framework for those involved in planning, implementing and assessing the education sector's response to the HIV and AIDS epidemic.

   A Toolkit on Positive Discipline - with Particular Emphasis on South and Central Asia
Save the Children 2007
This toolkit on positive discipline is designed as a resource guide for people working with children. Page 5 provides a diagram on positive discipline. It is directed at professionals, parents, teachers, and care-takers. The main objective is to provide clarity on the concepts of Positive Discipline among all the stakeholders to help reduce the incidence of physical and psychological punishment against children. Useful activities are included at the end of each section.

   A Toolkit on Positive Discipline: with Particular Emphasis on South & Central Asia
Save the Children 2007
This toolkit was developed by a regional group of experienced people working to end physical and humiliating punishment. This chapter looks at the complex matrix of power relations, violence and abuse that underline physical and psychological punishments and presents a series of arguments for ending physical and psychological punishment.

   A Toolkit on Positive Discipline: with Particular Emphasis on South & Central Asia - Concepts
Save the Children 2007
This toolkit was developed by a regional group of experienced people working to end physical and humiliating punishment. This chapter looks at the complex matrix of power relations, violence and abuse that underline physical and psychological punishments and presents a series of arguments for ending such punishment. It also examines the difference between physical and psychological punishment and positive discipline and presents a series of activities, including one to help teachers and parents understand this difference.

   A User’s Guide to the Guidance Notes on Teaching and Learning
INEE 2011
The User's Guide allows practitioners to adapt and contextualize the good practices incorporated within the Guidance Notes on Teaching and Learning 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.

   ABC: Teaching Human Rights - Practical activities for primary and secondary schools
OHCHR, UN 2003
This tool contains activities on human rights for the classroom and is aimed at NGOs, UN, MOE, Teacher Training Instritutes and teachers. It provides guidance on appropriate programmes and approaches by age/grade level on pp. 9-10.

   ABCD Basic Disaster Awareness Handbook
Istanbul Community Impact Project 2002
This handbook was created as a tool for raising community awareness about disasters, particularly earthquakes. The information is divided into five sections: Disaster Awareness; Earthquake Hazards vs. Risks; Before an Earthquake; During and After an Earthquake; and Next Steps. In addition, a fact sheet provides extra information and tips.

   About the Inter-Agency Network for Education in Emergencies (INEE)
INEE 2013
This document highlights the history of INEE, INEE's guiding principles and values, INEE Strategic Plan (2011-2014), INEE functions, INEE structure, INEE membership, INEE Secretariat and INEE funding and legal status.

   Accelerated Learning in Post-Conflict Settings: A Discussion Paper
Nicholson, S., Save the Children 2006
The paper is written for programme designers and MOE and is divided into three sections. The first discusses accelerated learning in general and specific approaches which have been implemented in post-conflict settings. The second section looks at best practices and pitfalls identified in accelerated learning programme design and implementation. The third section takes a more in-depth look at best practices and pitfalls specifically related to teaching and learning.

   Accra Agenda for Action
Third High Level Forum on Aid Effectiveness 2008
The Accra Agenda for Action was endorsed by donors and partner governments to accelerate and deepen implementation of the Paris Declaration on Aid Affectiveness (2005).

   Action Sheet 5.4: Facilitate support for young children (0-8 years) and their care-givers
IASC 2007
This action sheet has been taken from the Inter-Agency Standing Committee's Guidelines on Mental Health and Psychosocial Support (the full document can be found in the Psychosocial section of the Toolkit). The key actions it outlines are 1. Keeping children with their families and familiar care-givers, 2. Promoting the continuation of breastfeeding, 3. Promoting play, nurturing care and social support and 4. Care for the care-givers themselves.

   Active Learning Diagram
Save the Children 2003
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. From Save the Children's Education in Emergencies toolkit.

   Active Learning Strategies
UNESCO 2006
This section provides a series of in-class exercises, group exercises and cooperative learning, and other learning strategies to ensure active, participatory learning in the classroom. Taken from UNESCO's 'Practical Tips for Teaching Large Classes: A Teacher's Guide.'

   Active Methods for Teaching & Learning
FRESH Tools for Effective School Health, UNESCO 2004
This tool links to the FRESH materials developed by a consortium supporting active learning and the promotion of health education.

   Active Methods for Teaching and Learning
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.

   Activity on Managing Classrooms
Save the Children 2007
Activity 5.3 (pp. 85-6) teaches teachers and adults supporting education initiatives how to manage classrooms in the most appropriate way, ensuring that children listen and respect the norms and limits in the classroom. Handout 6 (p. 178) is a Classroom Management Questionnaire. Taken from Save the Children's 'A Toolkit on Positive Discipline.'

   Acute Crisis
INEE
This is an adaptation of the initial Zamborra background note in the original training package (sessions on assessment, design, monitoring and evaluation) and related roles with a focus on the acute phase of the emergency: refugees have just arrived in the camp and the main issues are: safety, shelter, food and health. Education is not deemed a priority by everyone. The scenario and roles have been developed by the consultant who created the INEE training materials and are available in English. It is recommended to use the attached handbook in conjunction with the Sphere Handbook, the INEE Minimum Standards linkages with Sphere document and the IASC Guidelines on Mental Health and Psychosocial Support in Humanitarian Settings.

   Adaptation & Localization: Guidelines for Development of DRR Public Educational Materials
Risk RED 2008
This is a two-page guide outlining good practices on adaptation, localisation and development of educational materials for disaster risk reduction in local languages.

   Adaptation and Localization: Guidelines for Development of Disaster Risk Reduction Public Education Materials
Risk RED 2008
This brief guide is for those planning to adapt or develop educational materials for disaster risk reduction. It describes the What, Why, Who and How to go about adapting and localizing DRR educational materials in order to make best use of preceding efforts and to achieve legitimate, appropriate and high impact education, information and communication materials.

   Adaptations for University Students
INEE
One day training adaptations have been made for university students. The purpose of these adaptations is to provide an overview of education in emergencies and the INEE Minimum Standards.

   Adapted from IASC. (2011). The Multi Cluster/Sector Initial Rapid Assessment (MIRA) approach: Process, methodologies and tools.


   Adapted from Transparency International. (2010). Handbook of good practices: Preventing corruption in humanitarian operations.


   Adapted from: Conflict Sensitivity Consortium. (2004). Conflict-sensitive approaches to development, humanitarian assistance and peace building: Tools


   Adapted from: Education Above All. (2012). Education for global citizenship.


   Adapted from: Global Child Protection Working Group. (2012). Minimum standards for child protection in humanitarian action.


   Adapted from: Global Education Cluster. (2010). The joint education needs assessment toolkit.


   Adapted from: Global Education Cluster. (2011). Disaster risk reduction in education in emergencies: A guidance note for education clusters and sector


   Adapted from: IASC. (2006). Protecting persons affected by natural disasters: IASC Operational guidelines on human rights and natural disasters.


   Adapted from: IASC. (2011). IASC Gender marker: Frequently asked questions.


   Adapted from: ILO. (2000). Gender! A partnership of equals.


   Adapted from: INEE. (2010). Pocket guide to gender: Gender equality in and through education.


   Adapted from: INEE. (2010). Guidance notes on teaching and learning.


   Adapted from: INEE. (2010). Minimum standards for education: Preparedness, response, recovery.


   Adapted from: INEE. (2013). Guidance note on conflict sensitive education.


   Adapted from: Kirk, J. (2009). Certification counts: Recognizing the learning attainments of displaced and refugee students. Paris: IIEP-UNESCO.


   Adapted from: Miall, H. (2004). Conflict transformation: A multi-dimensional task.


   Adapted from: OCHA. (2003). Glossary of humanitarian terms in relation to the protection of civilians in armed conflict.


   Adapted from: OCHA. (2011). OCHA Occasional policy briefing series brief no. 6: OCHA and slow-onset emergencies.


   Adapted from: OECD. (2005). Skills beyond school: Education at a glance 2005: Glossary.


   Adapted from: Right to Education Project. (2013). Understanding education as a right.


   Adapted from: Save the Children UK. (2005). Making a difference: Training materials to promote diversity and tackle discrimination.


   Adapted from: THP Foundation & UNESCO. (2008). People on the move: Handbook of selected terms and concepts.


   Adapted from: Transparency International. (2010). Handbook of good practices: Preventing corruption in humanitarian operations.


   Adapted from: U.S. Department of Health and Human Services. (2000). National child abuse and neglect data system glossary.


   Adapted from: UNDP. (2004). Adaptation policy frameworks for climate change: Developing strategies, policies and measures.


   Adapted from: UNESCO Bangkok. (2014). Systematic monitoring of education for all: Training modules for Asia-Pacific.


   Adapted from: UNESCO IBE. (2013). IBE glossary of curriculum terminology.


   Adapted from: UNESCO Institute for Statistics. (2011). International standard classification of education ISCED 2011.


   Adapted from: UNESCO PROAP. (2001). EFA Planning guide: Southeast and East Asia: Follow-up to the World Education Forum Dakar, Senegal, April 2000.


   Adapted from: UNESCO. (2012). Education for all global monitoring report 2012: Youth and kills: Putting education to work.


   Adapted from: UNESO IIEP. (2011). Guidance notes for educational planners: Integrating conflict and disaster risk reduction into education sector plan


   Adapted from: UNICEF. (2000). Curriculum report card.


   Adapted from: UNIDSR. (2010). Guidance notes: Assessment and mitigation planning for risk reduction.


   Adapted from: World Bank. (2009). Child & youth development notes: Supplementing nutrition in the early years.


   Additional Resources (for either 90 Minute or 2-day)
INEE 2014
These additional resources support the INEE Conflict Sensitive Education Training. These resources include answers to frequently asked questions, training evaluation form, certificate of participation, post-training follow-up email to participants, a template host agency 'thank you' letter as well as guidance on the steps necessary to contextualize the materials.

   Adolescence: A Time That Matters
UNICEF 2002
This advocacy document provides foundations in the need for support to adolescent level programming, promoting the strengths and increasing development of adolescents and advocacy materials to support the targeted programming of this age-group. A wide range of issues is covered including work, health, civil rights and gender among others.

   Adolescent and Youth Education in Emergencies Strategy Sheet
Women's Commission for Refugee Women and Children 2005
This 2-page tool articulates issues and trends, promising practices and suggested actions for meeting youth education needs in emergency and reconstruction contexts.

   Adolescent Sexual and Reproductive Healthkit for Humanitarian Settings: A Companion to the Inter-Agency Field Manual on Reproductive Health
UNFPA and Save the Children 2009
The ASRH Toolkit for Humanitarian Settings provides information and guidance to advocate for ASRH and implement adolescent-inclusive SRH interventions. The toolkit is meant to accompany Chapter 4 "Adolescent Reproductive Health" of the Inter-Agency Field Manual on Reproductive Health in Humanitarian Settings, IAFM.

   Advocacy With Older People: Some practical suggestions
HelpAge International 2007
The purpose of this brief manual is to help communities and organisations explore ways of ensuring that efforts to mobilize and create community networks do not exclude older people but rather value them as resources in the planning processes.

   African Charter on Human and People's Rights (1981)

The African Charter on Human and Peoples' Rights is an international human rights instrument that sets the standards, promotes and protects human rights in Africa.

   African Union Convention for the Protection and Assistance of Internally Displaced Persons in Africa (2009)

The African Union Convention for the Protection and Assistance of Internally Displaced Persons in Africa both defines who qualifies as an internally displaced person and sets the international standard for both the treatment and human rights that an internally displaced person must be afforded by all states.

   Ahmedabad Action Agenda for School Safety
GSDMA, SEEDS and UNISDR 2007
The International Conference on School Safety was held from 18th to 20th January, 2007 in Ahmedabad, Gujarat, India. Reaffirming the priority for Action 3 of the Hyogo Framework for Action 2005-2015, to use knowledge, innovation and education to build a culture of safety and resilience at all levels, the UN Millennium Development Goal 2 to Achieve Universal Primary Education by the year 2015, the participants recognise that every child has both the right to education and the right to safe and sustainable living, hereby set themselves the goal of achieving in solidarity.

   Aid Instruments in Fragile States
Leader, N., and P. Colenso, UK Department for International Development 2005
This paper describes the limitations of the current approach to selecting aid instruments for fragile situations and the emerging understanding about the use of such instruments in these contexts.

   Aid to Fragile States: Do Donors Help or Hinder?
Browne, S. 2007
This paper examines aid relationships in three fragile situations: Burma, Rwanda, and Zambia.

   Alternative Education: Filling the Gap in Emergency & Post-Conflict Situations
CfBT and UNESCO IIEP 2009
This book, which may be particularly useful for educational planners and administrators, government officials, and policy-makers, reviews some of the types of alternative education programmes that are offered in emergency and post-conflict situations and the contribution of these programmes to achieving the goals of Education for All (EFA), including the improvement of the quality of education. Sections of interest include chapter 3 (pp. 45-90) & chapter 4 (pp. 91-128) which discuss alternative access programmes and alternative curriculum provision.

   Alternative education: Filling the gap in emergency and post-conflict situations
CfBT and UNESCO IIEP 2009
This policy brief looks at how alternative education programmes respond to the diverse education needs of children and youth affected by emergencies and conflict. It also analyses the challenges in implementation of alternative education programmes in post-conflict settings and puts forward policy recommendations for their sustainable planning and coordination. This policy brief is based on findings presented in the book Alternative education: Filling the gap in emergency and post-conflict situations, by Pamela Baxter and Lynne Bethke.

   American Convention on Human Rights (1969)

The American Convention on Human Rights articulates the agreed upon human rights of the nations of the Americas. In addition it established the Inter-American Commission on Human Rights and the Inter-American Court of Human Rights which were created to ensure that the nations are upholding the human rights articulated in the Convention.

   An Introduction to Conflict Sensitivity
Conflict Sensitivity Consortium 2011
This document explains what is meant by conflict sensitivity, who needs to have it, and when, and how to place conflict sensitivity within development humanitarian assistance and peacebuilding, It seeks to promote the understanding of the relevance of conflict sensitivity within the framework of humanitarian work, even where it may appear foreign to fields of intervention; to help situate conflict sensitivity within policies and operations; and to enable the view that conflict sensitivity is not necessarily a new approach or an additional component to existing work. Contents include an introduction to key concepts and sections on development and conflict; humanitarian assistance and conflict; conflict sensitive partnerships; peacebuilding and conflict.

   An Investigation of Best Practices for Evacuating and Sheltering Individuals with Special Needs and Disabilities
National Clearinghouse for Educational Facilities 2008
Summary of the results of a comprehensive literature search to identify resources and best practices for accommodating people with disabilities with respect to: Evacuation; Shelter; and Communication.

   Annotated Bibliography: Teacher Professional Development in Crisis
INEE 2013
This annotated bibliography reflects the results from a review of the literature regarding teacher professional development (TPD) in conflict, post-conflict, fragile, and developing contexts. The scope of the literature includes aspects of TPD such as specific models and approaches, information and communications technologies (ICT), teacher management, theoretical frameworks for strategic TPD, and the impact of TPD on a variety of outcomes. INEE community.

   Another Way to Learn...Case Studies
UNESCO 2009
This tool targets NGOs/UN interested in working with vulnerable populations and is comprised of case studies providing good examples of ranges of potential activities/interventions.

   Applying the INEE Minimum Standards to Ensure Disaster Risk Reduction through Education
INEE 2009
This training package for education sector and disaster management actors guides a 3.5-day programme. It includes a training guide including detailed session training notes, simulation session and presentations.

   Approaches to Teacher Training
UNICEF 2006
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. From UNICEF's Education in Emergencies Resource Toolkit.

   Appropriate and Effective Financing Modalities and Channels for Education in Fragile Situations
Thomson, A., and N. Karachiwalla, INEE, World Bank and Oxford Policy Management 2009
This paper, based on six country case studies (Afghanistan, Ethiopia, Nepal, Pakistan, Sierra Leone and Somalia), examines how different financing modalities respond to different aspects of fragility, the objectives of different stakeholders, the preconditions for accessing different types of financing modalities and the implications of modality choice for governments, development partners and service providers.

   ARC Module - Teaching and Learning
Save the Children and UNHCR 2010
This module on teaching and learning provides international humanitarian workers with guidance on issues of curricula content, methodology, learning materials, and types and level of education.

   Armed violence and disability: The untold story.


   Assessing and analyzing community non-formal educational needs: INEE Good Practice Guide
INEE 2003
This INEE Good Practice Guide provides a series of practical strategies, checklists and resources for assessing and analyzing community non-forma 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 the developing communications skills of vulnerable populations to access medical services, go to markets, and conduct basic business transactions.

   Assessing community health problems, policies and resources
World Health Organization 2004
This tool provides a framework with which to assess and monitor community health problems, school policies and resources. Extracted from 'Local Action: Creating Health Promoting Schools.'

   Assessment Framework
Save the Children 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.

   Assessment is FOR Learning - Early Years Self-Assessment Toolkit
AiFL 2006
This tool is designed for principles, headmasters, teachers, and staff at teacher training institutes. It is a foundational tool that provides an overall assessment framework and focuses on how to include children and parents throughout entire processes. Evaluating not just cognitive learning but also life skills and behaviours. It contains question and answer guides to conduct assessments. It could also be used day-to-day basis for teachers.

   Back to School
UNRWA
This UNRWA infographic provides various statistics about Palestinian refugee children and how they have been affected by the ongoing crisis in Syria.

   Background Notes for Facilitators
UNESCO, UNHCR, UNICEF and INEE 2005
This manual is one of the components of the “Inter-Agency Peace Education Programme”. The programme is designed for education managers of ministries dealing with both formal and non-formal education and for agencies which implement education activities on behalf of the government. This document is a summary of the major points covered in the training sessions to be used as a reference for facilitators.

   Background Notes for Teachers
UNESCO, UNHCR, UNICEF and INEE 2005
This manual is one of the components of the “Inter-Agency Peace Education Programme”. The programme is designed for education managers of ministries dealing with both formal and non-formal education and for agencies which implement education activities on behalf of the government. A summary of the major points covered in the training sessions to be used as a reference for teachers.

   Bangkok Action Agenda
UNISDR 2007
The Bangkok Action Agenda was adopted at the Asia Pacific Regional Workshop on School Education and Disaster Risk Reduction by more than 300 participants from 24 countries in the region. Mindful of the need to build on existing key on-going global and regional processes on disaster risk reduction (see Annex) and to adopt a gender-sensitive perspective, the workshop took stock of initiatives, good practices and processes developed by Governments, in-country actors and regional partners in the area of disaster risk reduction education and came up with key recommendations, addressed to all stakeholders.

   Barriers to accessing primary education in conflict-affected fragile states: Literature Review
Save the Children 2009
The study comprised a comprehensive literature review and two field-bases case studies. The literature review involved analysis of a broad range of policy documents, grey literature (including case studies, reports, and evaluations), and theoretical and empirical academic work. The accompanying case studies were field-based, involving data collection by Save the Children staff in three provinces of Afghanistan (Jawzjan, Kandahar, and Nangarhar) and one district of Nord Kivu, DRC (Lubero). The case studies were designed as a participatory and child-friendly qualitative investigation to understand children’s perspectives and experiences of the barriers to accessing primary education.

   Basic PSS in education: A training manual for teachers and others
Government of Sierra Leone, MEST 2015
All children have psychosocial support needs. These can vary depending on a child’s age, their life experiences, their family situation, gender, and even their individual personalities. The school and classroom environment, as well as the relationships between pupils and the teacher and pupil, can contribute to supporting a child’s psychosocial wellbeing. This 3-day psychosocial support (PSS) for teachers and other stakeholders aims to assist people working in Sierra Leone’s education sector to feel to support the psychosocial wellbeing of pupils in classrooms and the wider school environment.
Since the nation of Sierra Leone was faced with the Ebola outbreak and crisis, the psychosocial wellbeing of children and their families has been compromised in many and serious ways. For children, the experience of schools being closed for almost one year will have vastly influenced their psychosocial support systems and wellbeing. It is anticipated that children resuming school after suc

   Be a Better Donor: Practical Recommendations for Humanitarian Aid
Pan American Health Organisation (PAHO) 2009
This guide presents a summary of recommendations for three essential actors: donors, national disaster response and risk management organisations and the communications media, with the aim of bringing to light behaviours and myths which hinder or harm the process of donations and the efficient use of these donations to alleviate the consequences of disaster.

   Best Practices - Violence Free Zone: End School-Related Violence, Prevent HIV/AIDS
Salter, N. and Schechtman, L., Global AIDS Alliance 2007
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 (pp. 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.

   Better Be Prepared...Protected School: Module 4
IFRC, OAS, PAHO and UNICEF
These modules are aimed at staff who work in disaster risk reduction and the community in general. Module 4 facilitates the drawing up of a school security plan which includes the participation of administrative personnel, teachers, students, neighbours of the Educational Centre, as well as ensuring coordination with other institutions involved in risk management.

   Bias in Targeting Criteria
Transparency International 2010
From Transparency International's new Handbook 'Preventing Corruption in Humanitarian Operation,' this section assists the user in ensuring that resources are not diverted or subject to bias, discrimination, or other forms of corruption. This is very practical guidance that should be considered in the planning phase of an intervention. Used with permission. For more information, visit http://www.transparency.org.

   Brochure on the 1966 UNESCO-ILO Recommendation on the Status of Teachers
Education International
This two page brief draws attention to the 1966 recommendation that was adopted by ILO and UNESCO member states. This recommendation sets common standards for the status of teachers, irrespective of the diversity of national legislation, regulations and traditions.

   Budget and Financial Management
UNESCO IIEP 2010
This chapter includes charts that can be used to promote transparency in resource distribution and use (pp. 198-9), a matrix for analysing the distribution of funds across educational levels (p. 200) and a summary of some of the main practices of corruption within the education sector and their possible impact on access, quality, equity and ethics (pp. 201-2). Extracted from UNESCO IIEP's Guidebook for Planning Education in Emergencies and Reconstruction.

   Building Peaceful States and Societies. A DFID Practice Paper
UK Department for International Development (DFID) 2010
This 60-page paper outlines a new, integrated approach to achievement of the Millennium Development Goals (MDGs) and elimination of global poverty - one that puts state-building and peace-building at the centre of the United Kingdom (UK) Department for International Development (DFID)'s work in fragile and conflict-affected countries. The approach aims to increase the impact of international assistance, while recognising that state-building and peace-building are primarily internal processes.

   Capacity Development for Education Systems in Fragile Contexts (WORKING PAPER)
Davies, L., Centre for International Education and Research, University of Birmingham 2009
This Working Paper was presented at the INEE Global Consultation in 2009. It examines fragility, capacity development and education and the links between them. Recommendations for the way forward are also outlined here and target national, international and regional levels.

   Caring for Child Survivors (CCS) of Sexual Abuse Guidelines
IRC, UNICEF 2012
The Caring for Child Survivors (CCS) of Sexual Abuse Guidelines were developed to respond to the gap in global guidance for health and psychosocial staff providing care and treatment to child survivors of sexual abuse in humanitarian setting. The CCS Guidelines are based on global research and evidenced-based field practice, and bring a much-needed fresh and practical approach to helping child survivors, and their families, recover and heal from the oftentimes devastating impacts of sexual abuse.

   Case Studies
INEE 2010
This document contains a number of different case studies relevant to the Teaching and Learning Initiative. They are from different authors and cover different aspects of the Teaching and Learning Initiative.

   Case Studies of Seismic Nonstructural Retrofitting in School Facilities
Educational Facilities Research Center, National Institute for Educational Policy Research 2005
This document aimed at school administrators and those responsible for school maintenance examines 19 non-structural elements to identify retrofit techniques that can be introduced to mitigate disaster risk. Well-illustrated examples of a wide variety of non-structural retrofitting measures for schools include: ceiling material, windows and windowpanes, exterior wall and siding, lighting fixtures, outdoor heating/cooling unit, elevated water tank, chimney, refrigerator, bookshelf and locker, TV and computer, piano, machine tool, storage shelves, gymnasium equipment, shoe locker, walls and gateposts, external staircase, retaining walls and other items.

   Case Study: Inter-Agency Coordination in the Aftermath of the Asian Tsunami
IASC 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.

   Case Study: Participatory Assessment and Teacher Training in the Aftermath of the Tsunami
INEE 2006
This case study describes the way in which the INEE Minimum Standards were applied during the rehabilitation of schools in post-tsunami Aceh, Indonesia. The Minimum Standards in this context acted as a framework which enabled local and international agencies to communicate and effectively build upon previous systems of education. Issues of local community participation in assessment and planning in this situation of dire teacher shortage are enlightening for INEE members working in any context.

   Case Study: Post-Conflict Education Programmes in Burundi and DRC
INEE 2007
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.

   Case Study: Responding to an educational emergency in the occupied Palestinian territory
INEE 2007
This case study, authored by a member of INEE, describes an inter-agency programme to ensure educational access for children in the West Bank affected by a prolonged teachers strike. Challenges in this context of chronic crisis included the importance of the Minimum Standards relating to Community Participation in this politically tense situation as well as Minimum Standard on the Protection and Well-Being of Learners.

   Case Study: School Rehabilitation in Iraq
INEE 2007
This case study, authored by a member of INEE, describes the way in which the INEE Minimum Standards have been applied during the rehabilitation of public schools in Fallujah, Iraq. Challenges relating to safe access routes and the recruitment of teachers as well as lessons learnt in applying the Minimum Standards on Community Participation and Equal Access are all discussed.

   Certification counts: Recognizing the learning attainments of displaced and refugee children
Kirk, J., UNESCO IIEP 2009
This tool highlights cases of accreditation and certification during displacement. Chapters 2, 4, 5 and 6 provide clear guidance for assessing need, policy development and advocacy of rights. Chapters 7-15 are case studies from Sub-Saharan Africa, South Asia and South-East Asia.

   Certification counts: Recognizing the learning attainments of displaced and refugee students
Kirk, J., UNESCO IIEP 2009
A critical challenge for education authorities and service providers is to ensure the recognition, validation and certification of refugee and displaced students learning attainments. Learners need acceptable proof of their studies and results to continue their studies or to access labour opportunities.

   Certification counts: Recognizing the learning attainments of displaced and refugee students (Policy Brief)
Kirk, J., UNESCO IIEP 2009
A critical challenge for education authorities and service providers is to ensure the recognition, validation and certification of refugee and displaced students learning attainments. Learners need acceptable proof of their studies and results to continue their studies or to access labour opportunities.

   Certification counts: Recognizing the learning attainments of displaced and refugee students. Paris: IIEP-UNESCO.


   Characteristics of Successful Health Education Programmes to Prevent HIV/AIDS
FRESH Tools for Effective School Health, UNESCO 2004
This tool identifies the characteristics of successful HIV/AIDS prevention education programmes. These include the provision of accurate information; addressing social influences on sexual behaviors; and age-appropriateness, targeting students in different age groups and at different stages of development.

   Characteristics of Youth-Friendly Services
FRESH Tools for Effective School Health, UNESCO 2004
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".

   Checklist for Classroom Observation
Academy for Educational Development 2010
This checklist can be adapted to serve as a reference to conduct classroom observations on active learning. The instrument requires that a supervisor observes student and teacher activities in the classroom, making quick note of what takes place during the lesson and filling in the spaces provided in the checklist.

   Checklist for Conflict Sensitivity in Education Programs
USAID 2013
The Checklist offers a practical framework for analyzing the operational and technical aspects of education programs. This ensures the reduction of conflict and tensions, which promotes equity and social cohesion and builds peace. This checklist can help reduce unnecessary and harmful actions. It serves as a guiding framework, providing the key steps to promote inclusion and increase equitable access to education in conflict and crisis environments. This checklist can help reduce unnecessary and harmful actions. It serves as a guiding framework, providing the key steps to promote inclusion and increase equitable access to education in conflict and crisis environments.

   Checklist of Determining Continuous Assessment or Exams
USAID 2002
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. Taken from USAID's 'In My Classroom: A Guide to Reflective Practice'.

   Checklist of Potential Resources and Community Capacities
UNESCO IIEP 2010
The useful checklist on pp. 122-3 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. This page also contains a framework mapping community leadership groups, their skills and knowledge and their disposition towards participation in the management of schools. From UNESCO IIEP's Guidebook for Planning Education in Emergencies and Reconstruction.

   Child Focused Disaster Risk Reduction
Asian Disaster Preparedness Center 2007
This tool, from Training Module 6: Community Disaster Risk Reduction Implementation, provides key concepts, guidelines and case studies aimed at equipping people with the knowledge to discuss the importance of children's participation in disaster risk reduction. The guidelines on pp. 4-6 provide immediate actions and long-term actions for disaster reduction education in schools, disaster resistance school infrastructure, safe school and community environment and advocacy and government policy on school safety.

   Child Friendly School Assessment Tool
UNICEF Thailand
This Child Friendly School Assessment tool, from UNICEF Thailand, provides a framework for assessing protection and school children friendliness and should be adapted to the local context.

   Child Friendly Schools Infrastructure Standards and Guidelines: Primary and Tronc Commun schools
Hirano, S., Rwanda Ministry of Education 2009
This document outlines the infrastructure standards which are expected to be meet by all Primary and Tronc Community schools in the Republic of Rwanda. Through this document the Ministry of Education of Rwanda sets out clearly the level of acceptability as a standard and gives guidance on how to achieve them. The document includes guidelines that highlight accessibility issues for students with different types of disabilities as well as students with specific religious needs.

   Child Friendly Schools Manual
UNICEF 2009
This tool gives a comprehensive overview of the need, approach, activities and benefits of Child Friendly Schools. Diagrams are included to illustrate the use of spaces and classroom arrangement. Easy to read matrices and text make this tool easy to use for staff of different levels and responsibilities.

   Child Friendly Schools Manual Chapter 2: Dynamics of theory in practice
UNICEF 2009
This Chapter was extracted from UNICEF's Child-Friendly Schools Manual. The content herein explores various options for implementing child friendly schools models, balancing considerations of theory (ideology, concepts and principles) and practice (practicalities such as resources, capacities and opportunities). This can be geared towards the planning process and also in development of policy to promote systematic mainstreaming of child-friendly schools into education systems.

   Child Friendly Schools Manual Chapter 3: Location, design and construction
UNICEF 2009
This chapter has been extracted from UNICEF's 2009 Child Friendly Schools Manual. The content within the chapter examines the planning and design of new spaces and environments for child-friendly schools and lays out guidance for improving existing structures.

   Child Friendly Schools Manual Chapter 5: Schools as protective environments
UNICEF 2009
This chapter has been extracted from UNICEF's 2009 Child Friendly Schools Manual. It examines protection and safety issues that must be taken into consideration while planning and creating child friendly schools. The content of this chapter guides the reader through identifying risks, subsequent school interventions and related costs.

   Child Friendly Schools Manual Chapter 6: Learners, teachers and school managers
UNICEF 2009
This chapter has been extracted from UNICEF's 2009 Child Friendly Schools Manual. The content provides concrete guidance on how teachers must behave and be supported from their superiors in order to create and maintain child friendly learning environments within their classrooms. This is also useful to those planning trainings for teachers on child friendly models.

   Child Friendly Schools Manual Chapter 8: Monitoring and evaluation
UNICEF 2009
This Chapter was extracted from UNICEF's Child-Friendly Schools Manual. The content of this chapter guides the reader through mainstreaming monitoring and evaluation throughout the design and implementation of child friendly school models. Ideas are also put forth on encouraging teachers to act as reflective practitioners as well as focusing the monitoring and evaluation process on the learner.

   Child Friendly Spaces in Emergencies: A Handbook for Save the Children Staff
Save the Children 2008
This handbook was designed by Save the Children in 2008. It is meant for staff who have limited experience with Child Friendly Spaces programming in emergency situations, as well as for more experienced staff who would like to strengthen their understanding and expand their skills by using additional resources and tools.

   Child Friendly Spaces Manual
Save the Children 2008
Child Friendly Spaces, one of Save the Children’s emergency interventions, provide children with protected environments in which they participate in organized activities to play, socialize, learn, and express themselves during the recovery process after a disaster or other emergency. Such spaces also provide children’s parents or guardians with potentially valuable information through the usage of message boards, as well as providing them with the opportunity to have a safe space for their children while they go about the business of rebuilding their lives. In this document, you will learn how to establish a Child Friendly Space as well as become more familiar with the Save the Children Child Friendly Spaces in Emergencies Handbook (October 2008).

   Child Participation in Education Initiatives
Catholic Relief Services 2007
This 9 point checklist, within a how-to-guide produced from the experiences of the Catholic Relief Services with local partners in Zimbabwe, provides common themes and approaches to successful child participation in education initiatives, drawn from the guide's examples, steps and activities.

   Child Protection in Emergencies: Priorities, Principles and Practices
Save the Children 2008
This document details both Save the Children's current perspective on the main protection dangers that children face in an emergency and how to address them. While this document does not aim to provide an all-encompassing strategy, it does provide a clear framework for the protection of children in emergencies by outlining a common definition and approach, programmatic priorities, useful programme examples, and the relevant legal framework and standards. Finally, the document serves as an extensive reference to additional guidelines, tools and other materials useful to practitioners and policy-makers.

   Child Protection Monitoring Tool
Save the Children Alliance
This monitoring tool provides a framework of issues for children in a refugee camp, for use by community service workers, social animators and community volunteers.

   Child Psychosocial Distress Screener [CPDS]
HealthNet TPO 2008
The CPDS is a multi-source instrument that assesses non-specific child psychosocial distress and the likelihood of need for psychosocial support/care. The instrument is developed as a primary screener in low-and middle-income settings, for children between 8 and 14 years old. The instrument has been used as a screener for a classroom-based psychosocial intervention (CBI), which in turn was part of a larger psychosocial care package. The instrument has proven validity in different low-income settings.

   Child Rights Programming: How to Apply Rights-Based Approaches to Programming
Save the Children 2005
This handbook aims to provide an introduction to Child Rights Programming - Save the Children's approach to the use of human rights principles and standards in its work with children, their families, carers and communities. It highlights the key features of child rights programming and then shows how these link to children's human rights. Section 4 (p.38) provides guidance in how to integrate child right's approaches into programming, which is applicable to education.

   Child Rights Situation Analysis
Save the Children Sweden 2008
Save the Children's Child Rights Situation Analysis presents steps in implementation and management of a programme that protects and promotes child rights and prevents violations, starting from the situation analysis phase through to assessing the impact of the programme on lives of children.

   Child-Friendly Hygiene and Sanitation Facilities in Schools
Zomerplaag, J. and Mooijman, A. (IRC International Water and Sanitation Centre) 2005
This booklet takes a non-traditional look at school hygiene and sanitation facilities in pre-school, primary and secondary schools. It aims to provide guidelines for the design of child-friendly facilities that are part of the learning environment, and that not only 'facilitate', but also enable, stimulate and promote appropriate hygiene practices. Online at www.irc.nl/page/9587.

   Child-Led Disaster Risk Reduction: A Practical Guide
Benson, L. and Bugge, J., Save the Children 2007
This handbook guides action that recognizes children's right to participate in the things that affect their lives, the leadership roles that they can play, and the increased resilience and greater sense of control and security that can be achieved through child-led DRR. Straightforward guidance includes practical tools and methods for implementing a child-led programme. Examples show the varied, productive and leading roles children can play in disaster risk reduction (DRR). Appendices support these with background enabling policy documents, additional resources, and hands-on tools.

   Child-to-Child: A Practical Guide, Empowering Children as Active Citizens
Gibbs, S., G. Mann, N. Mathers, Community Health, South London NHS Trust 2002
This guide contains a holistic approach to health promotion and is useful for NGOs, Teacher Training Instritutes, MoH, teachers, School Health Staff, and Youth workers/Facilitators. It contains child-centered learning that is appropriate for both formal and NFE. Section 10 on pp. 58-70 intersects with assessment and evaluation, Pp. 71-84 provides sample games, and pp. 85-91 provides sample lesson plans.

   Children and Disaster Risk Reduction: Taking stock and moving forward
Back, E., Cameron, C. and Tanner, T., UNICEF, Children in a Changing Climate 2010
This report reviews child-focused and child-led disaster risk reduction approaches and techniques and documents case studies across a range of interventions, covering: Knowledge, Voice and Action. Trends in child-focused and child-led DRR suggest that when children and youth have knowledge and voice, they are able to impact policy through 3 forms of action: Action to Protect, to Influence, and to Transform.

   Children as Zones of Peace: Working with Children Affected by Armed Violence
Evans, J. (Consultative Group on Early Childhood Care and Development) 1996
This issue of the Coordinator's Notebook focuses on how to work with children involved in or affected by organised violence in order to ensure that they are still provided with the best possible early childhood experiences.

   Children Changing Their World: Understanding and evaluating children's participation in development
Hart, J., J. Newman, L. Ackerman and T. Feeny (Plan) 2004
This review discusses the benefits of children's participation as well as creating indicators to monitor and evaluate their participation. The content also provides guidance on ensuring child participation.

   Children for Health: a Methodology for Learning by Doing
FRESH Tools for Effective School Health, UNESCO 2004
This tool describes the Child-to-Child Trust's four step approach to planning and organizing children's action through learning by doing, thus promoting active learning. In this tool, the methodology is shown through an example of addressing the topic of diarrhoea, but the approach can be adapted to any subject.

   Children on the Frontline: Children and Young People in Disaster Risk Reduction
Plan International & World Vision 2009
Children can and do play invaluable roles in planning and implementing disaster risk reduction (DRR) and climate change adaptation activities, but are largely excluded from resilience-building activities. Key findings are that: 1) Children and young people are not satisfied with what is being done; 2) Adults aren’t satisfied either; 3) An enabling environment for children’s inclusion is lacking, but education and knowledge as a foundation are of critical importance; 4) Where children’s contributions are embraced there is more likely to be progress in the Hyogo Framework for Action.

   Children with Disabilities
UNESCO IIEP 2010
This chapter contains 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. It contains a chart of advantages and disadvantages of special schools for the disabled and another of classroom adaptations and teaching strategies to deal with common disabilities. Extracted from UNESCO IIEP's Guidebook for Planning Education in Emergencies and Reconstruction.

   Children's Participation in Humanitarian Action: Learning from zones of armed conflict
Hart, J., Refugee Studies Centre, University of Oxford 2004
This report considers the benefits and challenges of pursuing children's participation in humanitarian action, particularly as they relate to protection and peacebuilding. The findings and analysis are based on projects in Sri Lanka, the Occupied Palestinian Territories and Nepal.

   Children's Rights: A Teacher's Guide
Save the Children 2006
This resource provides Teacher Trainers and Teachers with the tools needed to introduce rights education into the classroom as well as practical information about children's rights and their importance to well-governed societies.

   Classroom Management
USAID 2002
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 (pp. 27-28) and an activity on organising groups, including a matrix on how to group learners (p. 33). Taken from USAID's 'In My Classroom: A Guide to Reflective Practice'.

   Close Financial Gap
Education First 2013
This infographic by Education First depicts strategies to close the financial gap by investing in education, including increasing both global and local investments.

   Cluster Working Group on Early Recovery. (2008). Guidance note on early recovery.


   Codes of Conduct for Refugee Schools
UNHCR 2007
This code of conduct for a refugee school can be adapted and designed, in a participatory manner, for the local contexts, making reference to existing rules, policies and the issues within this framework. Taken from UNHCR's 'Safe Schools and Learning Environment: How to Prevent and Respond to Violence in Refugee Schools.'

   Combating poverty and inequality: Structural change, social policy and politics.


   Common Funds for Sector Support
Kizilbash Agha, Z., and T. Williamson, ODI 2008
This briefing paper presents evidence of the effectiveness of different aid modalities, investigating in particular the effect of "transitional" modalities on a country's systems and capacities.

   Community Based Psychosocial Support Training Manual
Act Alliance; Church of Sweden 2010
This Training Manual is meant to be used foremost by trainers within the ACT network who have attended a Training of Psychosocial Trainers workshop. The aim of the training manual is to serve as a resource for field workers to develop, facilitate and conduct their own psychosocial workshops within their specific work or regional context. It is not a comprehensive source of information about psychosocial issues. It is a trainer’s guide for developing locally appropriate training.

   Community Course Booklet
UNESCO, UNHCR, UNICEF and INEE 2005
This handout booklet outlines the major concept areas covered in the community course. It is to help participants remember the main issues from their community workshop in peace education.

   Community Participation
UNESCO IIEP 2010
This chapter articulates strategies and guidance notes on how to promote involvement of communities in development and management of learning processes and to develop their capacity to assume an increased role in the management of school/learning systems. It also provides a chart that can be used to assess the current level of community involvement and determine objectives for further participation. Extracted from UNESCO IIEP's Guidebook for Planning Education in Emergencies and Reconstruction.

   Community-based Approaches to Peacebuilding in Conflict-affected and Fragile Contexts
Haidar, H., Governance and Social Development Resource Centre 2009
This paper explores community-based approaches (CBA) to peacebuilding in conflict-affected and fragile contexts. How can CBA foster resilience, providing survival and coping mechanisms for violence, insecurity, and fragility? CBA seek to give communities direct control over investment decisions, project planning, execution, and monitoring, through a process that emphasises inclusive participation and management. The basic premise is that local communities are better placed to identify their shared needs and the actions necessary to meet them. Taking charge of these processes facilitates a sense of community ownership, which can contribute to the sustainability of interventions.

   Community-based Approaches to Peacebuilding in Conflict-affected and Fragile Contexts: Issues Paper
Governance and Social Development Resource Center 2009
This paper explores the rationale behind community-based approaches; and key issues, challenges and considerations in designing and implementing such approaches. It highlights overarching issues across sectors and country-contexts, with particular focus on implications specific to conflict-affected and fragile contexts.

   Community-Based PSS: Participant’s Book
IFRC; RCS 2014
IFRC and RCS's trainings materials on community-based psychosocial support include this Participant’s Book, with modules regarding crisis events and PSS, stress and coping, loss and grief, community-based PSS, PFA and supportive communication, children, and supporting volunteers and staff.

   Community-Based PSS: Trainer's Book
IFRC, RCS 2014
IFRC and RCS's community-based PSS training materials include this Trainer’s Book on using notes and training PowerPoints, planning a PSS training, learning process in a PS context, preparing a workshop in PSS, and conducting the workshop and 7 modules.

   Concept Note for Journal on Education in Emergencies
INEE 2014

   Concept Note: Journal on Education in Emergencies
INEE 2014

   Conducting A Conflict Assessment – A Framework for Strategy and Program Development
USAID 2005
USAID seeks to directly address the sources of conflict using development, transition and humanitarian assistance programming through this Conflict Assessment Framework tool. This document provides a framework that maps out destabilizing patterns and trends, both long and short term, leading to recommendations about possible points of intervention using our assistance resources.

   Conducting conflict assessments: Guidance Notes
DFID 2002
This booklet aims to provide staff at the Department for International Development (DFID) and partner bilateral and multilateral agencies with a resource to help analyse conflict, better assess conflict related risks associated with development or humanitarian assistance, and develop options for more conflict sensitive policies and programmes. A methodology is presented for conflict assessment at the country or regional level, termed ‘Strategic Conflict Assessment’. It is based on DFID’s experience in conducting Strategic Conflict Assessments in seven countries.

   Conflict Sensitive Approaches to Development, Humanitarian Assistance & Peacebuilding: Ch.3 Applying Conflict Sensitivity at Project & Programme Level
FEWER, International Alert and Saferworld 2003
The three modules in this chapter explain how to integrate conflict sensitivity into projects and programmes in the three stages of the project cycle: planning, implementation and monitoring and evaluation.

   Conflict Sensitive Approaches to Development, Humanitarian Assistance & Peacebuilding
FEWER, International Alert and Saferworld 2003
This Resource Pack seeks to document current practice, available frameworks and lessons learned of tools on programming and conflict. At its heart is the concept of "conflict sensitivity" – the notion of systematically taking into account both the positive and negative impact of interventions, in terms of conflict or peace dynamics, on the contexts in which they are undertaken, and, conversely, the impact of these contexts on the interventions.

   Conflict Sensitive Approaches to Development, Humanitarian Assistance & Peacebuilding: Ch.1 Introduction to Key Concepts
FEWER, International Alert and Saferworld 2003
This chapter defines conflict sensitivity and explains how to integrate conflict sensitivity into development, humanitarian assistance and peacebuilding.

   Conflict Sensitive Approaches to Development, Humanitarian Assistance & Peacebuilding: Ch.2 Conflict Analysis
FEWER, International Alert and Saferworld 2003
This chapter describes the central component of conflict sensitivity and explains how to undertake a conflict analysis.

   Conflict Sensitive Approaches to Development, Humanitarian Assistance & Peacebuilding: Ch.3 Applying Conflict Sensitivity at Project/Program Level
FEWER, International Alert and Saferworld 2003
The three modules in this chapter explain how to integrate conflict sensitivity into projects and programmes into the three stages of the project cycle: planning, implementation and monitoring and evaluation.

   Conflict Sensitive Approaches to Development, Humanitarian Assistance & Peacebuilding: Ch.4 Integrating Conflict Sensitivity into Sectoral Approac
FEWER, International Alert and Saferworld 2003
This chapter explains how to integrate conflict sensitivity into sectoral approaches; defines sector-wide approaches; and presents a framework for integrating conflict sensitivity into the programming cycle.

   Conflict Sensitive Approaches to Development, Humanitarian Assistance & Peacebuilding: Ch.5 Institutional Capacity Building for Conflict Sensitiv
FEWER, International Alert and Saferworld 2003
This chapter recommends processes and strategies for mainstreaming conflict sensitivity in implementing organisations and their partners.

   Conflict Sensitive Education Pack Zip Drive
INEE 2013
Contains Introduction to Conflict Sensitive Education Pack, Guidance Note on Conflict Sensitive Education, Reflection Tool for Designing and Implementing Conflict Sensitive Education Programs in Conflict-Affected and Fragile Contexts, INEE Guiding Principles on Integrating Conflict Sensitivity in Education, Introduction to Implementation Tools, and a List of Additional Resources on Conflict Sensitive Education.

   Conflict Sensitive Education Quick Reference Tool
INEE 2013
This Quick Reference Tool complements the INEE Guidance Note on Conflict Sensitive Education, the INEE Diagnostic Program Tool for Conflict Sensitive Education and the INEE Guiding Principles for Donors on Conflict Sensitive Education. It supports programming implementation and is organized according to the INEE Minimum Standards’ five domains: Foundational Standards; Access and Learning Environment; Teaching and Learning; Teachers and Other Education Personnel; and Education Policy.

   Conflict Sensitivity Consortium. (2004). Conflict-sensitive approaches to development, humanitarian assistance and peace building: Tools for peace and


   Conflict Sensitivity Consortium. (2012). How to guide to conflict sensitivity.


   Conflict transformation through educational and youth programmes
Schell-Faucon, S. 2001
This article seeks to stimulate debate about the opportunities for, and limits to, conflict transformation through youth and educational work. It explores issues such as the role of educational work within a multidimensional approach to conflict transformation, and the theoretical and conceptual approaches that inform the debate. In Berghof Handbook for Conflict Transformation, Online Version. Edited by Berghof Conflict Research, Berlin, Germany.

   Conflict-sensitive Approaches to Development Practice: An International Alert-SaferWorld-IDRC Report
International Development Research Center 2000
This report, originally commissioned as a background paper by IDRC for a consultative meeting addressing conflict prevention and development practice, aims to provide a critical overview of the approaches to development being defined by donors, academic institutions, as well as NGOs and agencies charged with the delivery of effective aid and development programmes in conflict-prone and conflict-affected areas. Governmental and non-governmental actors alike increasingly recognise the need for conflict-sensitive approaches to development and humanitarian assistance and are consequently attempting to develop the theoretical underpinnings as well as the structural prerequisites for integrating conflict-sensitive perspectives into development assistance. The paper seeks to highlight the range of different approaches and to identify both their strengths and limitations.

   Conflict-sensitive approaches to development, humanitarian assistance and peacebuilding: A Resource Pack
APFO, CECORE, CHA, Fewer, International Alert, and Saferworld 2004
Over the last decade there has been a growing realisation that humanitarian assistance sometimes feeds conflict rather than alleviates it, and that development aid sometimes exacerbates tensions. This has led to the development of tools to understand the relationship between programming and conflict. This Resource Pack seeks to document current practice, available frameworks and lessons learned. At its heart is the concept of “conflict sensitivity” – the notion of systematically taking into account both the positive and negative impact of interventions, in terms of conflict or peace dynamics, on the contexts in which they are undertaken, and, conversely, the impact of these contexts on the interventions.

   Conflict-Sensitive Education Policy: A Preliminary Review
Education Above All 2012
This paper offers technical planning advice for high-level policy makers in ministries of education and donors in situations of conflict, recovering from conflict, or at risk of it. The aim is to share international experience on how education policies may contribute to continuing tensions and conflict, or help reduce these tensions. This paper suggests that all education programming should be adapted to help reduce tensions that may lead to conflict; and that special programmes should be envisaged to help build peace.

   Contextualisation Package
INEE 2013
If you are planning to undergo a contextualisation process, please refer to the following tools in the Contextualisation Package for guidance through the process.

   Contextualised INEE Minimum Standards: Afghanistan
INEE, CARE Afghanistan and the Afghanistan Education Cluster 2011
The INEE Minimum Standards are generic in order to be applicable to a broad range of contexts. They are meant to serve as a guideline to practitioners and policy makers to establish quality education programming in emergencies through to recovery. The Minimum Standards are most effective when they are contextualised to each individual setting. The following is a sample of contextualised INEE Minimum Standards from Afghanistan in 2011.

   Contextualised INEE Minimum Standards: Ethiopia
INEE and Ethiopia Education Cluster 2013
The INEE Minimum Standards are generic in order to be applicable to a broad range of contexts. They are meant to serve as a guideline to practitioners and policy makers to establish quality education programming in emergencies through to recovery. The Minimum Standards are most effective when they are contextualised to each individual setting. The following is a sample of contextualised INEE Minimum Standards from Ethiopia in 2013.

   Contextualised INEE Minimum Standards: occupied Palestinian territory
INEE and the occupied Palestinian territory Education Cluster 2013
The INEE Minimum Standards are generic in order to be applicable to a broad range of contexts. They are meant to serve as a guideline to practitioners and policy makers to establish quality education programming in emergencies through to recovery. The Minimum Standards are most effective when they are contextualised to each individual setting. The following is a sample of contextualised INEE Minimum Standards from occupied Palestinian territory in 2013.

   Contextualised INEE Minimum Standards: Somalia
INEE and the Somalia Education Cluster 2011
The INEE Minimum Standards are generic in order to be applicable to a broad range of contexts. They are meant to serve as a guideline to practitioners and policy makers to establish quality education programming in emergencies through to recovery. The Minimum Standards are most effective when they are contextualised to each individual setting. The following is a sample of contextualised INEE Minimum Standards from Somalia in 2011.

   Contextualised INEE Minimum Standards: South Sudan
INEE and the South Sudan Education Cluster 2012
The INEE Minimum Standards are generic in order to be applicable to a broad range of contexts. They are meant to serve as a guideline to practitioners and policy makers to establish quality education programming in emergencies through to recovery. The Minimum Standards are most effective when they are contextualised to each individual setting. The following is a sample of contextualised INEE Minimum Standards from South Sudan in 2012.

   Contextualised INEE Minimum Standards: Sri Lanka
INEE and Sri Lanka Education Working Group 2013
The INEE Minimum Standards are generic in order to be applicable to a broad range of contexts. They are meant to serve as a guideline to practitioners and policy makers to establish quality education programming in emergencies through to recovery. The Minimum Standards are most effective when they are contextualised to each individual setting. The following is a sample of contextualised INEE Minimum Standards from Sri Lanka in 2013.

   Contextualised INEE Minimum Standards: Vietnam
INEE Secretariat, Vietnamese Ministry of Education and Technology, and UNESCO-Vietnam 2011
The INEE Minimum Standards are generic in order to be applicable to a broad range of contexts. They are meant to serve as a guideline to practitioners and policy makers to establish quality education programming in emergencies through to recovery. The Minimum Standards are most effective when they are contextualised to each individual setting. The following is a sample of contextualised INEE Minimum Standards from Vietnam in 2011.

   Contextualized INEE Minimum Standards: Bangladesh
INEE 2015
The INEE Minimum Standards are generic in order to be applicable to a broad range of contexts. They are meant to serve as a guideline to practitioners and policy makers to establish quality education programming in emergencies through to recovery. The Minimum Standards are most effective when they are contextualised to each individual setting. The following is a sample of contextualised INEE Minimum Standards from Bangladesh in 2015.

   Contextualized INEE Minimum Standards: Jordan
INEE 2015
The INEE Minimum Standards are generic in order to be applicable to a broad range of contexts. They are meant to serve as a guideline to practitioners and policy makers to establish quality education programming in emergencies through to recovery. The Minimum Standards are most effective when they are contextualized to each individual setting. The following is a sample of contextualized INEE Minimum Standards from Jordan in 2015.

   Contextualized INEE Minimum Standards: Lebanon
INEE 2014
The INEE Minimum Standards are generic in order to be applicable to a broad range of contexts. They are meant to serve as a guideline to practitioners and policy makers to establish quality education programming in emergencies through to recovery. The Minimum Standards are most effective when they are contextualized to each individual setting. The following is a sample of contextualized INEE Minimum Standards from Lebanon in 2014.

   Continuous Assessment Handbook
Quansah, K.B., AED, 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).

   Convention on the Rights of the Child (1989) + Protocols

The Convention on the Rights of the Child sets the international standards for the civil, political, economic, social and cultural rights that a child must be afforded by all states both during times of peace and conflict.

   Convention relating to the Status of Refugees (1951) + 1967 Protocol

The Convention relating to the Status of Refugees both defines who qualifies as a refugee and sets the international standard for both the treatment and human rights that a refugee must be afforded by all states.

   Cooperation between parents and the school (Chart) from Stories about Child-Friendly Schools
UNICEF 2009
This chart (pp. 54-55) can be used to evaluate cooperation between parents and a school. The entire document contains stories on social inclusion, planning and evaluation, professional development, teaching strategies, learning environment, family participation and individualisation that provide useful guidance for creating a child friendly school and encouraging community participation.

   Coordination and Communication
UNESCO IIEP 2010
This chapter contains a series of practical strategies (pp. 255-63) for effective coordination and communication in the context of education in emergencies and reconstruction as well as 10 suggestions for effective project communication (pp. 270-2). Extracted from UNESCO IIEP's Guidebook for Planning Education in Emergencies and Reconstruction.

   Coordination of INEE and Global Education Cluster
INEE 2012
This document, entitled, "Achieving Quality Education in Emergencies through a Strategic Partnership: The Education Cluster and INEE" summarizes the key points of coordination between the work of INEE and The Global Education Cluster, explaining both overlap and differences. Some examples include: strategic planning, advocacy, shared programmatic tools and resources, and capacity development.


   Core Commitments for Children in Humanitarian Action
UNICEF 2010
The Core Commitment for Children begins by addressing Framework, principles and accountability. It then addresses programme commitments across all sectors as well as operational commitments. Explicit strategies to reduce disaster risk are referred to throughout. However, DRR is not mentioned in the context of resource mobilisation.

   Creating a safe and welcoming school
Mayer, J.E. (International Academy of Education, International Bureau of Education, UNESCO) 2007
This booklet, part of the Educational Practices Series, touches on concepts that include creating a welcoming environment for students, ensuring the environment is safe, how to identify troubled children, conducting student and parent orientations, home and school cooperation, crises in the community and a school's response, crises management, school discipline, illegal substance abuse in schools and motivation-building for students.

   Creating Healing Classrooms: Facilitator Guide
IRC 2006
Creating Healing Classrooms: A Multimedia Teacher Training Resource contains a variety of materials necessary to facilitate a six-day teacher training in Healing Classrooms concepts and concrete teaching techniques. The purpose of the workshop is to provide teachers with knowledge and skills related to student well-being and specific teaching techniques and strategies that they can use to
promote student well-being, and create “healing classrooms.”
This teacher training tool aims to help teachers understand and use a variety of teaching techniques in their classroom to promote their students’ well-being. This tool is specifically for teacher trainers planning to provide a face-to-face workshop with teachers on Healing Classrooms using varied, participatory workshop activities, videos to demonstrate concrete teaching techniques, and opportunities for teachers to practice these techniques before returning back to their classrooms. It is important that the facilitator be ver

   Creating Healing Classrooms: Guide for Teachers and Teacher Educators
International Rescue Committee 2006
The guide is a holistic approach to education, psychosocial and child-centered approaches to education. Online modules on student well-being; teacher well-being; and gender dynamics. The guide is designed for teacher educators and contains online resources for programme managers and teacher educators.

   Creating Healing Classrooms: Teacher's Guide
IRC 2006
Creating Healing Classrooms: A Multimedia Teacher Training Resource contains a variety of materials necessary to facilitate a six-day teacher training in Healing Classrooms concepts and concrete teaching techniques. The purpose of the workshop is to provide teachers with knowledge and skills related to student well-being and specific teaching techniques and strategies that they can use to promote student well-being, and create “healing classrooms.”
The IRC aims to help prepare all teachers in communities affected by crisis to meet the developmental and emotional needs of children. This short guide is designed to help prepare and motivate teachers for the challenges of such classrooms with simple advice, basic awareness-raising of the emotional needs and reactions of children, and strategies to help reach all children in the class.

   Creating Healing Classrooms: Tools for Teachers and Teacher Educators
International Rescue Committee 2006
This tool contains online supplementary training materials to supplement other Healing Classroom materials.

   Curriculum Content and Review Processes
UNESCO IIEP 2010
This chapter contains a series of strategies and guidance notes for curriculum content and review processes (pp. 9-21), which includes a list of curriculum elements by content area. It also contains a list of sensitivity criteria that can be used during a textbook review process (p. 28) and a series of lessons learned from Rwanda with regard to the process of curriculum revision (pp. 29-30). Extracted from UNESCO IIEP's Guidebook for Planning Education in Emergencies and Reconstruction.

   Dakar Framework for Action - Education for All: Meeting Our Collective Commitments
UNESCO 2000
The Dakar Framework for Action - Education for All: Meeting our Collective Commitments demonstrates a global commitment to achieving Education for All by 2015. Six Goals are articulated in the document.

   Data collection on education systems: Definitions, explanations and instructions.


   De Grauwe, A. 2009. Without capacity, there is no development. Paris: IIEP-UNESCO.


   Delivering Education for Children in Emergencies: A Key Building Block for the Future
Save the Children Alliance 2008
This publication demonstrates how education can be provided in emergencies and urges governments to do their part to ensure that all children, even those in emergency and conflict situations, have access to quality education, recreation and related activities, taking advantage of education as both a conflict-protection and conflict-prevention tool as well as a critical ingredient to the reconstruction of post-emergency societies.

   Delivering Money: Cash Transfer Mechanisms in Emergencies
Harvey, P., K. Haver, J. Hoffmann, and B. Murphy, Save the Children UK 2010
This report documents lessons learnt from previous experience and provides guidance for project managers who need to make choices about how best to deliver cash to people in need.

   Description of Education Kits
Save the Children 2003
This brief provides a detailed look into the contents of the following education kits: UNICEF School-in-a-box kit, UNICEF Recreation Kit, the Teacher Emergency Package, and Save the Children UK's Indonesia Classroom Activity Box. From Save the Children's Education in Emergencies toolkit.

   Design Guide for Improving School Safety in Earthquakes, Floods, and High Winds
FEMA 2004
This guide for education sector leaders and facilities developers focuses on the safety of school buildings and their occupants. Noting the economic losses and social disruption caused by building damage and destruction, it provides design guidance for the school building required to provide safety of its occupants against natural hazards – earthquakes, floods and high winds. It focuses primarily on grade schools (K-12). The concentration is on the design of new schools, but the repair, renovation, and the extension of existing schools is also addressed.

   Developing a baseline survey for monitoring biophysical and socio-economic trends in desertification, land degradation and drought


   Developing Learning and Participation in Countries of the South: The Role of an Index for Inclusion
Booth, T. and Black-Hawkins, K. 2005
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.

   Disaster and Emergency Preparedness Activity Guide for K to 6th Grade Teachers
International Finance Corporation 2010
This booklet for classroom teachers and informal education facilitators is a companion to IFC's "Emergency and disaster management guidance for schools". It provides educational activities for classroom and community involvement. Sections cover: 1. Hazards and disasters in our community; 2. Measuring our environment; 3. Disaster prevention; 4. Emergency response; and 5. Promoting disaster prevention in your community.

   Disaster and Emergency Preparedness Guidance for Schools
International Finance Corporation (IFC), World Bank 2010
This handbook for school administrators, school personnel, and involved parents and disaster managers addresses School Disaster Management for both K-12 and universities, in the context of comprehensive school safety. Addenda provide several checklists to guide the process: Assessment and Planning, Physical and Environmental Protection, Response Capacity Development, and Practicing, Monitoring, and Improving.

   Disaster Prevention – A Safe Foundation for Full Inclusion
UNISDR 2008
Prepared for the International Conference on Education, this brief introductory document identifies disaster impacts that create exclusion from school and recommends key priorities to: 1) Create safe learning environments with safe location, construction and retrofit; 2) Maintain safe learning environments with school disaster management; 3) Protect educational access with continuity planning; 4) Teach and learn disaster prevention and preparedness; 5) Build a culture of safety and inclusion.

   Disaster Prevention for Schools Guidance for Education Sector Decision-Makers
UNISDR 2008
This guidance document aligned to the INEE Minimum Standards for Education was developed by UNISDR and is intended for education administrators at all levels as well as school safety advocates. It introduces disaster impacts and prevention measures for schools, creating safe learning environments, maintaining safe learning environments, teaching and learning disaster prevention and preparedness, educational materials and teacher training, and developing a culture of safety.

   Disaster Prevention: A Safe Foundation for Full Inclusion
Risk RED 2008
This resource discusses the impact of disasters on education and provides guidance on how to create and maintain safe learning environments through construction and retrofit, school disaster management, continuity planning, the teaching of disaster prevention and preparedness, and how to build a culture of safety and inclusion.

   Disaster Risk Reduction
INEE
This adaptation, which includes two packages, focuses on the impact of natural disasters on education and the links between Education and Disaster Risk Reduction (DRR). The Entire Training Package is a 3 ½ day training package used in 2009 in Haiti. It includes many of the basics of the original INEE training package, but includes case studies on DRR, DRR through Safe Schools, DRR through teaching and learning and DRR through Participation, Policy and Coordination. The Adapted Scenario relates the repercussions of the floods caused by the El Nino phenomenon on an agricultural region named "Cano Limpio". The floods have destroyed the majority of local schools and those still up are used as temporary shelters for the displaced populations. Families have lost everything, including their documentation and are being discriminated against and are suffering from psychosocial trauma.

   Distance Education for Teacher Training: Modes, Models, and Methods
Mary Burns, EDC
This publication is a guide to the type of technology modes, education models, and instructional methods used for teacher pre-service and in-service distance learning across the globe.

   Donors' Engagement: Supporting Education in Fragile and Conflict-affected States
Brannelly, L., S. Ndaruhutse, and C. Rigaud, IIEP and CfBT Education Trust 2009
This book examines the changing nature of how donors support education in fragile and conflict-affected states and outlines lessons learnt and emerging good practices.

   Donors' Engagement: Supporting Education in Fragile and Conflict-affected States: Policy Brief
Brannelly, L., S. Ndaruhutse, and C. Rigaud, IIEP and CfBT Education Trust 2009
A brief policy note based on the above-cited book.

   Doorways 1. Student Training Manual on School-Related Gender-Based Violence Prevention and Response
USAID 2009
This is a training manual on school-related GBV prevention and response. It contains numerous learning objectives for children - including, how to protect themselves from gender violence; strengthen their resiliency if they are abused; and develop their resiliency if they are abused. It targets teachers or facilitators working with children.

   Doorways 3: Teacher Training Manual on School-Related Gender-Based Violence Prevention and Response
USAID: Office of Women in Development 2009
This manual is designed for teachers and can be integrated into existing programs for teacher training, Parent Teacher Association strengthening, scholarships, support to orphans and vulnerable children, and HIV prevention education, or as part of a comprehensive national or local plan to reduce gender-based violence against children. Piloted in Ghana and Malawi, students (ages 10-14) and adults who participated in the programs demonstrated positive changes in attitudes and knowledge concerning gender-based violence.

   Dos and Don'ts in School Worm Control
FRESH Tools for Effective School Health, UNESCO 2004
This tool provides basic recommendations for the planning and implementation of school-based treatment of heminthiasis.

   Early Child Development - Investing in our children's future
Young, M.E. (editor) World Bank 1996
This tool is aimed at policymakers, UN/NGO Program Coordinators, MOE or other ministry supporting infants/pre-schoolers and their families. It provides an overview of theory, different programmatic approaches and funding issues in ECD. The report includes sections on increasing skills of different care-givers including parents. Each section uses real case studies to illustrate possibilities.

   Early childhood care and development in emergencies: A programme guide
Plan 2012
The overall aim of this guide is to promote consistent, high quality Early Childhood and Care in Development (ECCD) in emergencies programming. This guide is divided into three parts. In Part 1, the Background explains what is meant by ECCD, why it is such a crucial ingredient in emergencies programming, and key considerations to prevent exclusion or discrimination among certain groups. In Part 2, Taking Action provides practical guidance about how to prepare for, implement and monitor ECCD interventions in emergencies. In this Part, you will find specific sections that include interventions for each phase of emergencies programming, presented by sector and by children’s age groups. A last section describes monitoring and evaluation of ECCD in emergencies. In Part 3, Resources includes the references, a glossary, and index.

   Early childhood care and development in emergencies: A programme guide.


   Early Childhood Development
UNESCO IIEP 2010
This chapter contains suggested strategies for investing in ECD activities to ensure that basic rights of children to survival, protection, care and participation are fully protected from birth to school age and onwards. There is also 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. Extracted from UNESCO IIEP's Guidebook for Planning in Emergencies and Reconstruction.

   Early Childhood Development in Emergencies PILOT MATERIAL
INEE and Global Education Cluster 2014
This training material covers Early Childhood Development (ECD) in Emergency as part of the pilot of INEE ECD training materials. At the end of this session, participants will better be able to: describe what is Early Childhood Development in emergencies (ECDiE); explain the rationale for ECDiE; describe some key program components of ECDiE; and explain potential partnerships in ECDiE.

   Early Childhood Development Kit: A Treasure Box of Activities
UNICEF
This kit contains numerous activities for caregivers to use with children who are caught in conflicts and emergencies (ages 0-6 years). These activities were carefully designed to help develop skills for thinking, speaking, feeling and interacting with others. In theory, this kit would come with many toys and tools. However, using this resource can help give caregivers ideas for activities that they can implement with or without the exact materials that are being referred to.

   Early Grade Reading Assessment Toolkit
USAID, World Bank, RTI International (Prepared for the World Bank Office of Human Development) 2009
This toolkit is the product of ongoing collaboration among a large community of scholars, practitioners, government officials, and education development professionals to advance the cause of early reading assessment and acquisition among primary school children in low-income countries. This toolkit is divided into seven sections and is intended for use by Ministry of Education staff and professionals in the field of education development.

   Early Reconstruction
INEE
This is an adaptation of the initial Zamborra background note in the original training package (sessions on assessment, design, monitoring and evaluation) and related roles with a focus on early reconstruction phase of an emergency. These roles were developed by the consultant who created the original INEE training materials.

   ECD Guidelines for Emergencies: The Balkans
Cuninghame, C., T. Hyder, and D. Kesler, H. Penn ed.
This tool was written to support Save the Children's Emergency Preparedness Plan for the Balkans. The content covers Early Childhood Development activities for emergencies and should be used as a quick reference guide when there is a need for informal, stimulating and community-based ECD programmes in conflict and emergency contexts.

   Economic Effect of Exclusion
Results for Development 2013
This infographic from the Results for Development Institute contains information on the global number of out of school children and why it is more expensive to not educate a child than it is to educate a child. Until universal primary education is reached, out of school children will continue to represent a costly underinvestment in developing economies.

   EDUCAIDS Framework for Action
UNESCO 2008
This resource outlines five essential components of comprehensive education sector responses to HIV and AIDS implementation support available through the EDUCAIDS initiative. It is part of the EDUCAIDS Resource Pack, which is designed to support ministries of education and other stakeholders at the country level responsible for developing and implementing policies, determining resource allocations, and implementing programmes for education and HIV and AIDS.

   EDUCAIDS Overviews of Practical Resources
UNESCO 2008
This resource provides guidance on the technical and operational aspects of the response. Each Overview is introduced by a resource summary list and is followed by a two-page analysis of the included resources identifying crucial resource gaps, needs for further research, and additional online resources. It is part of the EDUCAIDS Resource Pack, which is designed to support ministries of education and other stakeholders at the country level responsible for developing and implementing policies, determining resource allocations, and implementing programmes for education and HIV and AIDS.

   EDUCAIDS Technical Briefs
UNESCO 2008
This resources includes two-page summaries of key issues related to a comprehensive education sector response. Each brief can be used as a stand-alone reference, and together they offer comprehensive and flexible guidelines on the continuum of activities required to respond to the epidemic at the country level. It is part of the EDUCAIDS Resource Pack, which is designed to support ministries of education and other stakeholders at the country level responsible for developing and implementing policies, determining resource allocations, and implementing programmes for education and HIV and AIDS.

   Educating Citizens in Postwar Guatemala: Historical Memory, Gencide, and the Culture of Peace
Oglesby, E., Radical History Review, Issue 97, by MARHO: The Radical Historians' Organization, Inc. 2007
This case study discusses the challenges of attempting to reform history education in post-conflict situations in Guatemala.

   Education access for all
Forced Migration Review 2010
This article explains how despite the challenges and barriers experienced by displaced learners with disabilities and the evident need for further human and financial resources, inclusive education in crisis contexts is possible.

   Education Action Sheet from the Gender Handbook in Humanitarian Action
IASC 2006
The Gender and Education in Emergencies section of this handbook contains an overview of the gender dimension of education and a checklist for assessing gender equality programming.

   Education Action Sheet from the IASC Guidelines on Mental Health and Psychosocial Support in Emergency Settings
IASC 2007
This Action Sheet articulates key actions and immediate steps for minimum response in assessing, providing and strengthening access to safe and supportive education, through re-establishing a safe learning environment, making formal and non-formal education more supportive and relevant, strengthening access to education for all, supporting educators to provide psychosocial support to learners, and strengthening the capacity of the education system to provide mental health support.

   Education Action Sheet from the Task Force on Mental Health and Psychosocial Support in Emergency Settings
IASC 2007
This Action Sheet articulates key actions and immediate steps for minimum response in assessing, providing and strengthening access to safe and supportive education, through re-establishing a safe learning environment, making formal and non-formal education more supportive and relevant, strengthening access to education for all, supporting educators to provide psychosocial support to learners, and strengthening the capacity of the education system to provide mental health support.

   Education Aid in Fragile States: Delivering it Effectively
ODI 2007
This paper develops a framework for assessing the effectiveness of education aid in fragile states and uses it to evaluate examples of education support across a range of fragile contexts.

   Education and Fragility in Bosnia and Herzegovina
UNESCO, IIEP 2010
This document is part of a larger INEE research project, "Situational Analyses of Education and Fragility", which aims to better understand the relationship between education and fragility. The geographical focus of this review is Bosnia and Herzegovina, in particular the post-war period, from the signing of the General Framework Agreement for Peace in 1995 through to the present day. The review is based on project documents, technical papers, and academic studies.

   Education and Fragility in Cambodia
INEE Working Group on Education and Fragility 2011
The present research is primarily a desk study based on a review of secondary sources, including academic literature, country- and project-specifi c reports by NGOs and donors, and other resources. The report attempts to consider the impact of education on fragility; this will be accomplished through a review of the drivers and dynamics of fragility in Cambodia and the interaction of education in Cambodia with these drivers and dynamics.

   Education and Fragility: An Assessment Tool
USAID 2006
This assessment tool helps to identify the links between education and fragility in countries that are at risk of conflict and enables education interventions to help avert crises and build capacity toward peace and transformation. The interactions between education and fragility are organized along patterns of fragility (economic domain, governance domain, security domain, etc.) and areas of education (management, quality, access, equity and relevance).

   Education and Peacebuilding: An Operational Framework
Isaac, A., CPR Network 2001
This report explores education and peacebuilding themes with the emphasis on education as a possible contributor to conflict. It presents an outline of a conflict analysis tool for more specific probing of the potential role and impact of the education system, broadly speaking, on sparking conflict.

   Education Cannot Wait
Global Partnership for Education 2013
This infographic from the Global Partnership for Education outlines the necessity of providing education for children and youth in humanitarian emergencies and conflict areas.

   Education Cluster
INEE
This training package was developed specifically targeting members of the Education Cluster and includes scenarios for conflict and natural disaster situations. The package offers a 2 day and 3 day training package (which can be reduced) that complements the training modules being developed by the Global Education Cluster for first line responders. It includes training sessions on emergency preparedness, contingency planning, contextualising the INEE minimum standards and an overview of the cluster approach and the Education cluster.

   Education Cluster Coordinator Handbook
Global Education Cluster 2010
This Handbook is intended to provide Education Cluster Coordinators with information that guides them in facilitating a coordinated and effective response to education needs in emergencies.

   Education Cluster Needs Assessment Indicators
IASC Global Education Cluster 2010
This is a list of core indicators for Education Clusters to include during rapid joint education or multi-cluster assessments that are conducted in the early phases of an emergency. These indicators – developed at the global level after an extensive consultation and questions process – form part of a comprehensive multi-cluster database of indicators created by the IASC Needs Assessment Task Force.

   Education Cluster Thematic Case Study Series
INEE Global Education Cluster 2012
This series of case studies examines eleven different national Education Clusters and their responses surrounding five thematic areas: 1) Using the INEE Minimum Standards, 2) Working with the national authorities, 3) Early Childhood Education, 4) Gender, and 5) Youth. Through the backdrop of concrete examples, this report offers analysis, lessons learned, and recommendations for successful implementation of educational programming with the INEE Minimum Standards. In this way, the report explores to what degree the Education Cluster system addresses cross-cutting issues. Countries represented in this report include Uganda, Pakistan, Myanmar, Vanatu, Kenya, OPT, Nepal, Sri Lanka, Zimbabwe, DRC, and Bangladesh.

   Education Cluster: Key Things to Know
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.

   Education For All Global Monitoring Report 2011: The hidden crisis: Armed conflict and education
UNESCO 2011
As this new edition of the EFA Global Monitoring Report makes clear, conflict continues to blight the lives of millions of the world’s most vulnerable people. Warfare is also destroying opportunities for education on a scale that is insufficiently recognized. The facts are telling: over 40% of out-of-school children live in conflict-affected countries. These same countries have some of the largest gender inequalities and lowest literacy levels in the world. By turning the spotlight on what has until now been a ‘hidden crisis’ in education, the purpose of the report to help galvanize national and international action.

   Education for all global monitoring report 2012: Youth and kills: Putting education to work


   Education for all global monitoring report 2012: Youth and skills: Putting education to work.


   Education for All in the Conflict Zones of Uganda
Bragin, M. 2004
This report, which targets CBOs, NGOs, social workers, and policymakers, proposes a way forward to achieve Education For All in war-affected areas through a continuum strategy of more effective education. Sections of interest include pp. 34-50, which contains 16 handouts for teachers and community workers on "Basic Concepts in Psychosocial Work with Children Affected by Armed Conflict" and pp. 25-33 which contains a guide for focus groups on "Learning about community concepts of child development and well being."

   Education for Life Skills: Peace, Human Rights and Citizenship
UNESCO IIEP 2010
This chapter contains a series of strategies and guidance notes to help learners to develop constructive non-violent behaviours (pp. 128-43) as well as a chart comparing intervention models for behavioural skills and values development (p. 148-9), which articulates advantages and typical problems associated with each model. Extracted from UNESCO IIEP's Guidebook for Planning Education in Emergencies and Reconstruction.

   Education for Livelihoods and Civic Participation in Post-Conflict Societies
UNESCO-UNEVOC and CERG 2007
This paper argues that a holistic approach to technical and vocational education and training (TVET), which takes into account the human and social dimensions of training as well as the economic dimensions, is necessary if TVET is to be integrated into the reconstruction of societies as well as economies. The first half of this paper covers themes regarding TVET, livelihoods and civic participation. The second half introduces the education and training arrangements in Liberia, Uganda and southern Sudan.

   Education for Peace: Building Peace and Transforming Armed Conflict Through Education Systems
Dupuy, K. (International Peace Research Institute) for Save the Children Norway 2008
This study demonstrates that formal education systems have a vital role to play in building peace in countries affected by armed conflict. Fieldwork conducted in three countries - Guatemala, Nepal, and Liberia - highlights a number of ways in which education is contributing to building the conditions for long-term, positive peace in those countries.

   Education from a Gender Equality Perspective
USAID 2008
Produced by USAID, this paper presents the Gender Equality Framework, designed to address gender inequality. A tool for education programmers, the framework helps ensure that education projects meet the needs of all learners.

   Education in Complex Emergencies: A Case Study of the IRC Guinea Education Program
Jones, D. 2006
This case study offers an analysis of the fundamental qualities necessary for the creation of an effective refugee education programme.

   Education in crisis through to development: the gender implications
Commonwealth Ministers Reference Book 2009
This article explores the issues of education as a fundamental human right and ensuring girls and boys have equal access to quality education. It also makes the case for gender-responsive education programming in order to ensure both the protection of the most vulnerable children and sustainable and equitable social and economic development.

   Education in emergencies and for reconstruction: A developmental approach.


   Education in Emergencies in South Asia: Reducing the Risks Facing Vulnerable Children
UNICEF 2009
In this volume intended for education sector humanitarian and development actors, there are Country Studies for eight Asian countries. Emergencies, vulnerabilities, strategies and issues provide the context for addressing: Complex Vulnerabilities; Learning Spaces; Matrix of Strategies; and Conclusion/Potential Innovations.

   Education in Emergencies Training
UNICEF Regional Office in East and Southern Africa, Save the Children 2009
The purpose of the Eastern and Southern Africa region (ESAR) Toolkit is to provide education frontline responders at national and local levels with tools to better prepare for and respond to emergencies through implementation of appropriate and comprehensive education activities for emergency-affected children. Sessions directly related to disaster risk reduction are: Session 15 Rehabilitation and Construction of Schools, Session 19 Disaster Risk Reduction and Education, and Session 22 Preparedness, Capacity Building and Contingency Planning.

   Education in Emergencies: A Resource Toolkit
Smith, M., UNICEF ROSA 2006
The Toolkit presents information and tools to help users meet UNICEF's Core Commitments for Emergencies in the education sector. These materials can be used in three main ways: 1) as a resource in conjunction with education in emergencies training, 2) as a guide for emergency preparedness, and in particular, for preparing Emergency Preparedness and Response Plans, and 3) as a reference in the face of an emergency. Sections of particular relevance include Section 1.6 (pp. 62-66) which covers emergency curriculum themes; Section 1.7 (pp. 70-76) which dicusses teacher mobilisation, identification, and training; Section 2.4 (pp. 134-137) discusses curriculum development in recovery/reconstruction stages; Section 2.5 (pp. 138-139) covers teacher reintegration and training; Section 3.1 (pp.143-148) addresses monitoring and evaluation of the situation and education response.

   Education in Emergencies: The Gender Implications
UNESCO 2006
This advocacy brief provides an overview of education in a variety of emergency settings, including both natural and man-made disasters, and how emergencies are experienced differently by boys and girls. It discusses issues such as sexual violence, how protecting children can limit their educational opportunities, policy and program guidelines, and sets forth possible strategies and approaches for programs. The Specific Programme Strategies section (pp. 14-15) presents targeted and gender-responsive measures and priority programme strategies for increasing access to education for boys and girls in emergencies.

   Education in Fragile Contexts: Turning Policy into Action
Graphic Change - Global Partnership for Education 2014
This infographic by Graphic Change, promoted by the Global Partnership for Education (GPE), was created at the GPE Replenishment Conference in Brussels where participants were urged to address three barriers: 1) Increase financing to education in emergencies; 2) Keep schools safe from attack; and 3) Integrate emergency prevention in education plans and budgets.

   Education in Fragile States: Capturing Lessons and Identifying Good Practice
Rose, P. and Greeley, M., DAC Fragile States Group 2006
This paper examines how development assistance in fragile situations enhances access to quality basic education for the poor and vulnerable and improves governance and thereby mitigating the risks of fragility, and increasing the effectiveness of future aid. It introduces the concept of turnaround as well as the 'rights' and 'risks' considerations that impact donor decision making and effectiveness. It also examines will and capacity in the education sector; political economy implications for sequencing and planning; and considers how education can support state-building from the bottom up.

   Education on the Brink
Global Campaign for Education 2009
These recommendations are directed towards the IMF, the G20, Ministries of Finance, legislative bodies and civil society actors. They culminate from the general report which was written over concern about what the global financial crisis would mean for international education development. The report makes the case for investment in education, outlines obstacles to financing education, looks at new instruments being developed, and asks how aid can contribute to the solution.

   Education Rights: A guide for practitioners and activists
Global Campaign for Education 2007
The Education Rights: A guide for practitioners and activists handbook provides people working on education at both the community and national levels with guidance in taking on a rights-based approach to education.

   Education Transforms Lives
UNESCO 2013
Education’s unique power to act as a catalyst for wider development goals can only be fully realized, however, if it is equitable. That means making special efforts to ensure that all children and young people – regardless of their family income, where they live, their gender, their ethnicity, whether they are disabled – can benefit equally from its transformative power. Education empowers girls and young women, in particular, by increasing their chances of getting jobs, staying healthy and participating fully in society – and it boosts their children’s chances of leading healthy lives.

   Education under Attack
UNESCO 2007
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.

   Education under Attack 2010
UNESCO 2010
This report is the second in a series of UNESCO publications that aims to bridge the gaps in knowledge and information about attacks on education and about how education can be protected from attack.

   Education: critical to HIV prevention and mitigation
Forced Migration Review 2010
This article explains how good-quality protective formal and non-formal education can provide the knowledge and skills for the prevention of HIV and protection from the impact of AIDS.

   Education's Hardest Test: Scaling up Aid in Fragile and Conflict-Affected States
Winthrop, R., S. Ndaruhutse, J. Dolan and A. Adams, Brookings Institution and CfBT Education Trust 2010
This policy outlook outlines challenges that need to be addressed and provides recommendations for donors and the international community to support education in fragile and conflict-affected states.

   Educational attainments of Liberian refugees in Cote d'Ivoire (1992-2007)
Chelpi-den Hamer, M., UNESCO/IIEP, J. Kirk editor 2009
This tool provides lessons learned of common challenges facing education systems and students in displacement. It is aimed at MOE, INGOs, and Education Program Managers in areas of displacement. It explores the assessment context, addresses language in curriculum, partnering with examination boards and existing assessment structures. The section on certification begins on p. 205. Extracted from: 'Certification counts: recognising the learning attainments of displaced and refugee children.'

   Educational Governance at Local Level: Policy Paper and Educational Guidelines
UNESCO 2007
This document is the result of a UNESCO programme on Educational Governance at the Local Level. The author discusses a number of salient issues, including educational decentralization, community participation at the school and local level, democratic governance, and accountability. According to the author, decentralization, educational governance at local levels and the transfer of authority to lower tiers of government is not a right in itself, nor is it necessarily always the appropriate or the most needed strategy. With these ideas in mind, the document sets out a number of guidelines and policy suggestions for designing strategies around educational governance.

   Educational Planning and Management in the Earthquake Affected Areas/Workbook for Teachers/Resource Book for Training of Teachers
Provincial Institute of Teacher Education, Pakistan, UNESCO 2006
UNESCO and its partners developed this comprehensive in-service training programme in disaster recovery for more than 15,000 education sector personnel in the earthquake-affected areas in Pakistan. Sessions include earthquake preparedness, psychosocial support, multi-grade teaching and child protection. Disaster risk reduction is explicitly taught during one day of the 4-day program. Modules 3-5 are related to disaster risk reduction.

   Educational Responses to HIV and AIDS for Refugees and Internally Displaced Persons: Discussion Paper for Decision-Makers
UNESCO and UNHCR 2007
This paper focuses on the education sector's responses to HIV/AIDS regarding prevention, treatment, care, and support needs of refugees and internally displaced persons. It is intended for policy-makers and implementers in ministries of education, civil society organisations, and donor and development agencies involved in emergency, reconstruction, and development responses. A tool specifying the Key Components of Educational Responses to HIV and AIDS for Refugees and IDPS can be found on pp. 16-24.

   EFA Global Monitoring Report 2010: Reaching the Marginalized
UNESCO 2010
The 2010 Global Monitoring Report (GMR) explores the factors that perpetuate marginalisation in education, along with the success – or failure – of public policy responses, focusing on two core areas: (i) access to schooling and learning opportunities and (ii) teaching, learning processes and achievements.

   EFA Indicator List by Area and Student/Teacher/Administration Indicators
UNESCO IIEP 2010
This chapter contains a list of EFA indicators that would be useful for monitoring and evaluation processes (p. 171). It also contains a table that lists possible indicators with regard to students, teachers and school administration to be used when assessing, monitoring and evaluating education programmes in emergencies or crisis situations (p. 173). Extracted from UNESCO IIEP's Guidebook for Planning Education in Emergencies and Reconstrution.

   Effective Literacy Programmes: Options for Policy Makers
Oxenham, J. UNESCO 2008
This tool, which targets policymakers and programme designers at MOE/UN/IO/macro level, builds a case for literacy programming and outlines different options.

   Effective Teaching and Classroom Management is about the Whole-Child-and Whole-School Development for Knowledge, SKILLS and Human Values
Heijen-Maathuis, E., Save the Children Sweden 2010
This is an awareness brief for policy makers, school administration, etc. that reflects on the key elements of effective teaching and learning. It is for use in early recovery and reconstruction phase.

   EiE Aspiration
UNICEF 2013
This UNICEF infographic provides evidence as to why education is an aspiration, especially in times or conflict or natural disasters.

   EIE Obligation
UNICEF 2013
This UNICEF infographic offers information about the necessity of education in times of conflict or natural disasters as it facilitates recovery, stability, investment, literacy and learning.

   EIE Protection
UNICEF 2013
This infographic from UNICEF presents reasons why education serves as a means of protection in states of emergency.

   EiE Training Module 0 - Guidance and Time Tabling
INEE and IASC Education Cluster 2010
This training module is part of the INEE-Education Cluster Education in Emergencies harmonized training package. The EiE training package combines training materials from the original INEE Minimum Standards, IIEP and the Front Line Responders training packages.The materials include 20 modules each with PowerPoint Presentations, Facilitator Guides and exercises, as well as guidance on adapting the training materials. For more information, please contact minimumstandards@ineesite.org.

   EiE Training Module 1 - The Rationale for Education in Emergencies
INEE and IASC Education Cluster 2010
This training module is part of the INEE-Education Cluster Education in Emergencies harmonized training package. The EiE training package combines training materials from the original INEE Minimum Standards, IIEP and the Front Line Responders training packages.The materials include 20 modules each with PowerPoint Presentations, Facilitator Guides and exercises, as well as guidance on adapting the training materials. For more information, please contact minimumstandards@ineesite.org.

   EiE Training Module 10 - Early Recovery and Transition
INEE and IASC Education Cluster 2010
This training module is part of the INEE-Education Cluster Education in Emergencies harmonized training package. The EiE training package combines training materials from the original INEE Minimum Standards, IIEP and the Front Line Responders training packages.The materials include 20 modules each with PowerPoint Presentations, Facilitator Guides and exercises, as well as guidance on adapting the training materials. For more information, please contact minimumstandards@ineesite.org.

   EiE Training Module 11 - Advocacy and Policy
INEE and IASC Education Cluster 2010
This training module is part of the INEE-Education Cluster Education in Emergencies harmonized training package. The EiE training package combines training materials from the original INEE Minimum Standards, IIEP and the Front Line Responders training packages.The materials include 20 modules each with PowerPoint Presentations, Facilitator Guides and exercises, as well as guidance on adapting the training materials. For more information, please contact minimumstandards@ineesite.org.

   EiE Training Module 12 - Risk Reduction
INEE and IASC Education Cluster 2010
This training module is part of the INEE-Education Cluster Education in Emergencies harmonized training package. The EiE training package combines training materials from the original INEE Minimum Standards, IIEP and the Front Line Responders training packages.The materials include 20 modules each with PowerPoint Presentations, Facilitator Guides and exercises, as well as guidance on adapting the training materials. For more information, please contact minimumstandards@ineesite.org.

   EiE Training Module 13 - Teaching and Learning
INEE and IASC Education Cluster 2011
The EiE harmonized training package combines training materials from the original INEE Minimum Standards, IIEP and the Front Line Responders training packages. The materials include 13 modules with PowerPoint Presentations, Facilitator Guides and exercises, as well as guidance on adapting the training materials. To find other training modules on Education in Emergencies, please visit: http://toolkit.ineesite.org/toolkit/Toolkit?PostID=1129. For more information, please contact minimumstandards@ineesite.org.

   EiE Training Module 14 - Human Rights and Accountability
INEE and IASC Education Cluster 2012
This training module is part of the INEE-Education Cluster Education in Emergencies harmonized training package. The EiE training package combines training materials from the original INEE Minimum Standards, IIEP and the Front Line Responders training packages.The materials include 20 modules each with PowerPoint Presentations, Facilitator Guides and exercises, as well as guidance on adapting the training materials. For more information, please contact minimumstandards@ineesite.org.

   EiE Training Module 15 - Inclusive Education
INEE and IASC Education Cluster 2012
This training module is part of the INEE-Education Cluster Education in Emergencies harmonized training package. The EiE training package combines training materials from the original INEE Minimum Standards, IIEP and the Front Line Responders training packages.The materials include 20 modules each with PowerPoint Presentations, Facilitator Guides and exercises, as well as guidance on adapting the training materials. For more information, please contact minimumstandards@ineesite.org.

   EiE Training Module 16 - Gender Responsive Education
INEE and IASC Education Cluster 2012
This training module is part of the INEE-Education Cluster Education in Emergencies harmonized training package. The EiE training package combines training materials from the original INEE Minimum Standards, IIEP and the Front Line Responders training packages.The materials include 20 modules each with PowerPoint Presentations, Facilitator Guides and exercises, as well as guidance on adapting the training materials. For more information, please contact minimumstandards@ineesite.org.

   EiE Training Module 17 - Adolescents and Youth Programming in Education in Emergencies
INEE and IASC Education Cluster 2012
This training module is part of the INEE-Education Cluster Education in Emergencies harmonized training package. The EiE training package combines training materials from the original INEE Minimum Standards, IIEP and the Front Line Responders training packages.The materials include 20 modules each with PowerPoint Presentations, Facilitator Guides and exercises, as well as guidance on adapting the training materials. For more information, please contact minimumstandards@ineesite.org.

   EiE Training Module 18 - Conflict Sensitive Education Training Module - 90 Minute
INEE and IASC Education Cluster 2014
This training module is part of the INEE-Education Cluster Education in Emergencies harmonized training package. The EiE training package combines training materials from the original INEE Minimum Standards, IIEP and the Front Line Responders training packages.The materials include 20 modules each with PowerPoint Presentations, Facilitator Guides and exercises, as well as guidance on adapting the training materials. For more information, please contact minimumstandards@ineesite.org.

   EiE Training Module 19 - Early Childhood Development in Emergencies
INEE 2015
This training material covers Early Childhood Development (ECD) in Emergency as part of the pilot of INEE ECD training materials. At the end of this session, participants will better be able to: describe what is Early Childhood Development in emergencies (ECDiE); explain the rationale for ECDiE; describe some key program components of ECDiE; and explain potential partnerships in ECDiE.

   EiE Training Module 2 - INEE Minimum Standards Framework
INEE and IASC Education Cluster 2010
This training module is part of the INEE-Education Cluster Education in Emergencies harmonized training package. The EiE training package combines training materials from the original INEE Minimum Standards, IIEP and the Front Line Responders training packages.The materials include 20 modules each with PowerPoint Presentations, Facilitator Guides and exercises, as well as guidance on adapting the training materials. For more information, please contact minimumstandards@ineesite.org.

   EiE Training Module 3 - Technical Components for Education in Emergencies
INEE and IASC Education Cluster 2010
This training module is part of the INEE-Education Cluster Education in Emergencies harmonized training package. The EiE training package combines training materials from the original INEE Minimum Standards, IIEP and the Front Line Responders training packages.The materials include 20 modules each with PowerPoint Presentations, Facilitator Guides and exercises, as well as guidance on adapting the training materials. For more information, please contact minimumstandards@ineesite.org.

   EiE Training Module 4 - Education in Emergencies Coordination
INEE and IASC Education Cluster 2010
This training module is part of the INEE-Education Cluster Education in Emergencies harmonized training package. The EiE training package combines training materials from the original INEE Minimum Standards, IIEP and the Front Line Responders training packages.The materials include 20 modules each with PowerPoint Presentations, Facilitator Guides and exercises, as well as guidance on adapting the training materials. For more information, please contact minimumstandards@ineesite.org.

   EiE Training Module 5 - Action Planning and Follow-Up
INEE and IASC Education Cluster 2010
This training module is part of the INEE-Education Cluster Education in Emergencies harmonized training package. The EiE training package combines training materials from the original INEE Minimum Standards, IIEP and the Front Line Responders training packages.The materials include 20 modules each with PowerPoint Presentations, Facilitator Guides and exercises, as well as guidance on adapting the training materials. For more information, please contact minimumstandards@ineesite.org.

   EiE Training Module 6 - Assessment
INEE and IASC Education Cluster 2010
This training module is part of the INEE-Education Cluster Education in Emergencies harmonized training package. The EiE training package combines training materials from the original INEE Minimum Standards, IIEP and the Front Line Responders training packages.The materials include 20 modules each with PowerPoint Presentations, Facilitator Guides and exercises, as well as guidance on adapting the training materials. For more information, please contact minimumstandards@ineesite.org.

   EiE Training Module 7 - Programme Design, Monitoring and Evaluation
INEE and IASC Education Cluster 2010
This training module is part of the INEE-Education Cluster Education in Emergencies harmonized training package. The EiE training package combines training materials from the original INEE Minimum Standards, IIEP and the Front Line Responders training packages.The materials include 20 modules each with PowerPoint Presentations, Facilitator Guides and exercises, as well as guidance on adapting the training materials. For more information, please contact minimumstandards@ineesite.org.

   EiE Training Module 8 - Links Between Education and Other Sectors
INEE and IASC Education Cluster 2010
This training module is part of the INEE-Education Cluster Education in Emergencies harmonized training package. The EiE training package combines training materials from the original INEE Minimum Standards, IIEP and the Front Line Responders training packages.The materials include 20 modules each with PowerPoint Presentations, Facilitator Guides and exercises, as well as guidance on adapting the training materials. For more information, please contact minimumstandards@ineesite.org.

   EiE Training Module 9 - Contingency Planning
INEE and IASC Education Cluster 2010
This training module is part of the INEE-Education Cluster Education in Emergencies harmonized training package. The EiE training package combines training materials from the original INEE Minimum Standards, IIEP and the Front Line Responders training packages.The materials include 20 modules each with PowerPoint Presentations, Facilitator Guides and exercises, as well as guidance on adapting the training materials. For more information, please contact minimumstandards@ineesite.org.

   EIE Transformation
UNICEF 2013
This UNICEF infographic contains information about how education is beneficial to communities in times of transformation after emergence from conflict or natural disasters.

   Eliminating Violence Against Children
UNICEF 2007
This handbook is designed to promote active and effective follow-up by parliaments and parliamentarians throughout the world to the recommendations of the United Nations Secretary-General's Study on Violence against Children. This handbook uses, with permission, text from the report of the UN Secretary-General's Study to the General Assembly and from the complementary World Report on Violence against Children. The ultimate goal of this handbook is to move States rapidly towards the elimination of all forms of violence against children.

   Embracing Diversity: Toolkit for Creating Inclusive, Learning-Friendly Environments
UNESCO 2004
This toolkit provides guidance on creating inclusive learning environments created for multiple audiences, from teachers to NGO and ministry staff. Best for Reconstruction - more stable environments.

   Emergency Curriculum and Training Planning Tool
UNICEF 2006
This matrix provides the framework for an adaptable emergency curriculum planning tool that can be used to assess what is needed to develop a basic core programme for literacy and numeracy; for psychosocial healing; for recreation, sports and expression activities; for early childhood development; and for other emergency themes. From UNICEF's Education in Emergencies Resource Toolkit.

   Emergency Curriculum Themes
UNICEF 2006
This brief includes a list of and guidance on possible emergency education themes: psychosocial support, environmental awareness, HIV/AIDS, peace and reconciliation, reintegration of child soldiers, mine risk awareness, waterborne diseases, health, hygiene, nutrition and sanitation, and girls' education, gender equity and social inclusion. From UNICEF's Education in Emergencies Resource Toolkit.

   Emergency Preparedness Checklist
UNICEF 2006
This tool provides a sample checklist that can be adapted to different contexts and organisations for emergency preparedness for areas including rapid education assessment, temporary learning spaces, emergency curriculum themes, teacher mobilisation and training, reintegrating students, rehabilitation of schools, curriculum development, monitoring and evaluation, coordination and ensuring that your programmes and policies are in line with the INEE Minimum Standards. Extracted from UNICEF's Education in Emergencies Resource Toolkit.

   Emergency Preparedness: Steps in Preparedness Planning and Checklist for National Preparedness Plans
Save the Children 2003
This section is a concrete tool for emergency preparedness planning to increase capacity, build knowledge and strengthen relationships, the rationale and steps for which are laid out on pp. 52-56. In addition, pp. 57-58 contain a Checklist for National Preparedness Plans, including key points to consider in developing Education for All (EFA) plans that address education in situations of emergency and crisis. Taken from Save the Children's Education in Emergencies toolkit.

   Emergency Response Group Activity
INEE
This adaptation is not just a change in focus; it proposes a different activity, which you might prefer if you are conducting a short training workshop and/or have few participants. It features an emergency response team composed of a water/sanitation, a health, a shelter and a child protection worker, who arrived in a country which has been in and out of war for 5 years. The community has started up some isolated recreation and learning activities, but has come to the Emergency Response Team (ERT) to ask for its help in setting up a school for about 600 children. Participants work in two groups to design a school for the IDPs. This scenario and related activity was used for a training of emergency personnel of the International Rescue Committee. Please use this along with the Sphere Handbook.

   Engage with INEE 2010
INEE 2010
This document provides information about INEE membership, INEE's core tools and resources, and the various working groups, task teams, language communities and initiatives operating within INEE.

   Enrollment in Primary Education
Millennium Development Goal 2013
This infographic offers information about the second Millennium Development Goal, “Achieve universal primary education.” Enrollment in primary education in developing regions has reached 90%, but 57 million children remain out of school.

   Environmental Education
UNESCO IIEP 2010
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 (pp. 87-93). It also contains a list of seven topics in refugee environmental education programmes (pp. 94-5) and a list of key points on environmental education for formal as well as non-formal awareness raising (pp. 95-100). Extracted from UNESCO IIEP's Guidebook for Planning Education in Emergencies and Reconstruction.

   Establishing Norms and Limits in Schools
Save the Children 2007
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. Taken from Save the Children's 'A Toolkit on Positive Discipline.'

   Ethical Approaches to Gathering Information from Children and Adolescents in International Settings: Guidelines and Resources
Horizons, Populations Council, IMPACT, Family Health International 2005
This publication provides practical guidance to help programme 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.

   Ethnicity, Political Affiliation and Religion
UNESCO IIEP 2010
This chapter contains practical strategies 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. Extracted from UNESCO IIEP's Guidebook for Planning Education in Emergencies and Reconstruction.

   European Convention for the Protection of Human Rights and Fundamental Freedoms (1950)

The European Convention for the Protection of Human Rights and Fundamental Freedoms is the treaty that established the European Court of Human Rights. In addition, the treaty establishes the court's functions, jurisdiction and structure.

   Evaluating Conflict Prevention and Peacebuilding Activities Factsheet 2008
OECD 2008
When violent conflict breaks out, development is derailed and the human, societal and financial costs are high. With an increasing share of aid resources being allocated to conflict prevention and peacebuilding interventions, there is a growing interest amongst the donor community to learn what works, what does not work and why. Still, there is also recognition of the obstacles faced by those undertaking evaluations in conflict settings. Assessing and demonstrating the impacts of work in this field remains a challenge. In response to this challenge, two Networks of the OECD-DAC, working on conflict and on evaluation, initiated a process to develop guidance on evaluating conflict prevention and peacebuilding activities. Improved evaluation practice will enable systematic learning, which will in turn enhance the effectiveness of donor investments. It will assist experts and implementing organisations in improving the quality of conflict prevention and peacebuilding work.

   Evaluating quality in educational spaces


   Evaluating the Psycho-Social Environment of Your School
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. This tool is primarily intended for school administrators, teachers, community leaders and members of school health teams.

   Every Child Needs a Teacher
Global Partnership for Education 2013
This infographic by the Global Partnership for Education emphasizes the importance of quality teachers around the world. It provides statistics on the overall lack of teachers, teacher training, student-to-teacher ratios, teacher salaries, and gender disparities.

   Examples of Educational Strategies to Promote Environmental Health
UNESCO 2005
This tool describes the contribution that skills-based health education brings to creating a health-supportive physical environment at schools or in communities. Examples of educational strategies to promote environmental health are provided on p. 2, section 3.

   Exploring Humanitarian Law: Guidelines for inserting EHL in curriculum
Education Development Center/ICRC 2003
This booklet provides ministries of education, curriculum supervisors and teachers with a brief guideline for defining which areas in the secondary curriculum to insert contents and activities for exploring humanitarian law. It also offers suggestions for curriculum experiments and early examples of mainstreaming humanitarian law in the curriculum. This is a part of the Exploring Humanitarian Law resource package.

   Exploring Humanitarian Law: IHL Guide - A Legal Manual for EHL Teachers
ICRC 2009
Exploring Humanitarian Law (EHL) is an education programme for teachers that introduces young people between 13 and 18 years of age to the basic rules and principles of international humanitarian law (IHL). This manual is primarily intended to support teachers as they use the EHL materials and give them greater confidence in working with IHL themes.

   Facilitating Transitions for Children and Youth: Lessons from Four Post-Conflict Fund Countries
Rahim, A. and Holland, P., World Bank 2006
This report presents the lessons learned and international good practices from four case studies (Sierra Leone, DRC, Comoros, Pakistan) addressing issues of disarmament and pilot reintegration activities, including education, for working with children and youth.

   Facilitator's Manual for Community Workshops
UNESCO, UNHCR, UNICEF and INEE 2005
This manual is a guide to the way the course should be constructed. It gives activities and handouts as well as an idea of some information on the philosophy of peace education. This version is the seventh revision. The revisions are based on the on-going analysis and evaluation of the materials by those working in Peace Education.

   Facilitators & Trainers Training Guide
UNESCO, UNHCR, UNICEF and INEE 2005
This guide is a small booklet of training hints to ensure that the trainers have the basic skills and use interactive methodology.

   Families Make the Difference Toolkit: Facilitator Training Guide
IRC 2014
IRC's Families Make the Difference materials include this Facilitator Training Guide as part of its parenting skills training toolkits, which also contain a facilitator’s guide, a trainer’s manual and programme sessions focused on adolescence (ages 6-11 & 12-18) and guides for programme Implementation and training manual with ECCD focus (ages 0-5).

   Families Make the Difference Toolkit: Parenting Curriculum
IRC 2014
IRC's Families Make the Difference materials include this Parenting Curriculum as part of its parenting skills training toolkits, which also contain a facilitator’s guide, a trainer’s manual and programme sessions focused on adolescence (ages 6-11 & 12-18) and guides for programme Implementation and training manual with ECCD focus (ages 0-5).

   Families Make the Difference Toolkit: Parenting Implementation Guide
IRC 2014
IRC's Families Make the Difference materials include this Parenting Implementation Guide as part of its parenting skills training toolkits, which also contain a facilitator’s guide, a trainer’s manual and programme sessions focused on adolescence (ages 6-11 & 12-18) and guides for programme Implementation and training manual with ECCD focus (ages 0-5).

   Family Disaster Plan
Risk RED 2008
The Family Disaster Plan is a recommended handout for all school personnel and students’ families. This two sided checklist covers three major areas of action for disaster risk reduction at the individual and household level: Assessment and Planning, Physical Protection, and Response Capacity Development.

   Fast Track Initiative Support to Education in Fragile States: A Progressive Framework
EFA Fast Track Initiative 2007
This tool can be used as a basis for dialogue and coordination between government, development partners and other stakeholders as appropriate, on education development and fragility reduction. It provides guidance on interim arrangements, transitional mechanisms and development targets in the areas of sector planning and coordination, resource mobilisation, service delivery, student flows, and stabilisation and fragility reduction.

   Financing for All: How to Include Fragile and Conflict-affected States in the Education FTI
Winthrop, R., S. Ndaruhutse, J. Dolan and A. Adams, Brookings Institution and CfBT Education Trust 2010
This policy outlook outlines seven ways that the EFA FTI needs to evolve so that it can more effectively and consistently address the education needs of fragile and conflict-affected states.

   Five Essential Components for a Comprehensive Education Sector Response to HIV/AIDS
UNAIDS and UNESCO 2006
This tool offers guidance on five essential components for a comprehensive education sector response to HIV/AIDS.

   Focusing Resources on Effective School Health: a FRESH Start to Enhancing the Quality and Equity of Education
FRESH Tools for Effective School Health, UNESCO 2000
This brief document discusses the importance of ensuring the proper health and nutrition of a child in order for them to be able to learn and have an effective education system. Page 4 lays out a core framework for action that is based on four components that should be made available in all schools. While the content is not emergency specific, the founding principles are applicable in ensuring equal access as laid out in the INEE Minimum Standards.

   Food for Education Indicator Guide
Bergeron, G. and Del Rosso, J.M., AED, USAID 2001
This chart presents nine suggested indicators for monitoring and evaluating food for education activities, including a definition of each indicators and what it measures (educational opportunity or progress).

   Former Child Soldiers
UNESCO IIEP 2010
This chapter 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. The chart on pp. 123-4 lists several potential negative effects of reintegration programmes for child soldiers and strategies to address them. Extracted from UNESCO IIEP's Guidebook for Planning Education in Emergencies and Reconstruction.

   Foster Global Citizenship
Education First 2013
This Education First infographic offers information on the importance of promoting global citizenship. Education must cultivate an active care for the world and for those with whom we share it.

   Fountain, S. (1999). UNICEF Working paper series: Peace education in UNICEF.


   Framework for Learning for Children Affected by Emergencies
Save the Children 2003
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. From Save the Children's Education in Emergencies Toolkit.

   Framing Paper 1 - Education and Oppurtunity: Post-primary and Income Growth
INEE Policy Roundtable 2010 2010
This Framing Paper, authored by Joshua Chaffin, with youth partner Stephen Gichohi, considers the connections between post-primary education (PPE) for crisisaffected youth, and income growth interventions.

   Framing Paper 1 - Education and Oppurtuntiy: Post-primary and Income Growth
INEE Policy Roundtable 2010 2010
This Framing Paper, authored by Joshua Chaffin, with youth partner Stephen Gichohi, considers the connections between post-primary education (PPE) for crisisaffected youth, and income growth interventions.

   Framing Paper 2 - Financing for All: Beyond the Primary Need
INEE Policy Roundtable 2010 2010
This Framing Paper, authored by Janice Dolan and Laura Brannnelly, with youth partner Hibist Kassa, explores the extent to which post-primary education options are being financed, what approaches are being taken and the opportunities and challenges for supporting postprimary education in the future.

   Framing Paper 3 - Whole People, Holistic Approaches: Cross-Sectoral Action and Learning
INEE Policy Roundtable 2010 2010
This Framing Paper, authored by Barbara Zues with youth partner Kashif Saeed Khan, argues for holistic and participatory programming that capitalizes on cross-sectoral partnerships required to adequately address the complex challenges facing youth

   Frequently Asked Questions about INEE and the INEE Minimum Standards
INEE 2010
This is a list of frequently asked questions about INEE and the INEE Minimum Standards.

   From Closed Books to Open Doors - West Africa's Literacy Challenge
ANCEFA, Pamoja West Africa, African Platform for Adult Education, Oxfam International, ActionAid 2009
This tool, which targets the international community and West African governments interested in strengthening literacy/NFE, provides a good overview of literacy issues in West Africa. It includes recommendations for programming and funding and may be useful for advocacy.

   FTI and Fragile States and Fragile Partnerships: Mid-Term Evaluation of the EFA Fast Track Initiative
Dom, C., Cambridge Education, Mokoro Ltd. and Oxford Policy Management 2009
This paper, part of the Mid-Term Evaluation of the EFA FTI, reviews the education and fragility discourse that has developed and examines FTI''s engagement with these issues.

   Funding the Future: Strategies for Early Childhood Investment, Costing and Financing
The Consultative Group on Early Childhood Care and Development 2008
The Consultative Group on Early Childhood Care and Development's Coordinator's Notebook: An International Resource for Early Childhood is an annual compilation of resources. The resources in this issue cover the topics of financing, costs and additional related tools for early childhood development. There is a tool on p. 57 on estimating ECD costs that should be given particular attention, as well as the tool on p. 52.

   Gender
INEE
This is an adaptation of the Zamborra simulation roles from the original training. The simulation roles highlight with stronger emphasis gender concerns and issues in the community affected by the crisis. These roles have been designed to be used with the regular Zamborra background note and have been used during a two-day training workshop of human rights, protection and education. It is recommended that users of these materials also refer to the INEE Gender Task Team's resources.

   Gender Chapter from IIEP Guidebook on Education in Emergencies and Reconstruction
UNESCO IIEP 2010
This chapter contains a list of practical strategies to achieve gender parity, equality and equity in education during emergencies and early reconstruction. It provides charts of examples of barriers to girls education (p. 50) and common interventions to assist girls' and women's participation in emergency situations (p. 53). It also contains a tool on Partnership and Social Mobilization (p. 54). Extracted from UNESCO IIEP's Guidebook for Planning Education in Emergencies and Reconstruction.

   Gender Equity Strategies: Comfort Kits for Female Learners
Kirk, J., SoE/SBEP Gender Equity Support Program 2004
This one-page strategy sheet articulates the ways in which insufficient or inadequate sanitary protection can prevent girls from accessing education and describes 'comfort kits' used in Sudan, containing: a bar of soap, four pairs of underwear and six reusable sanitary pads.

   Gender Equity Strategies: Girl Friendly Teaching Checklist
Kirk, J., SoE/SBEP Gender Equity Support Program 2004
This one-page strategy sheet offers a series of girl-friendly teaching actions that can be used to teach teachers and other education personnel gender equitable teaching and how to foster an empowering classroom experience for boys and girls. While it was developed for South Sudan, the information is universally useful.

   Gender Equity Strategies: Mentors for Girls in School
Kirk, J., SoE/SBEP Gender Equity Support Program 2004
This one-page strategy sheet articulates the reasons why the presence of a woman teacher is important for girls and focuses on the benefits and challenges, when it is impossible to recruit a woman teacher, of hiring women 'mentors' to lead particular activities and discussions with female students.

   Gender handbook in humanitarian action.


   Gender Responsive School Sanitation, Health and Hygiene
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 providing gender responsive school sanitation, health and hygiene. It also contains a case study of an IRC program in Ethiopia that provided an integrated approach to addressing sanitary protection needs.

   Gender Strategies in Emergencies, Chronic Crises and Early Reconstruction Context: Gender Responsive School Sanitation, Health and Hygiene
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 providing gender responsive school sanitation, health and hygiene. It also contains a case study of an IRC program in Ethiopia that provided an integrated approach to addressing sanitary protection needs.

   Gender Strategies in Emergencies, Chronic Crises and Early Reconstruction Contexts: Recruiting and Supporting Women Teachers
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.

   Gender-Responsive Education Training Module
INEE 2012
The Gender-Responsive Education Module serves as one of the seventeen modules of the INEE Education in Emergencies Training Package. The Gender Module provides multiple resources for cross-cutting implementation of gender-responsive education during emergencies. The Module includes a Facilitator's Guide, Powerpoint Presentation, Handouts, Supplementary Exercises, and a Case Study Template. These tools were developed by INEE and the IASC Education Cluster.

   Gendering Prevention Practices, A Practical Guide to Working with Gender in Sexual Safety and HIV/AIDS Awareness Education
Lewis, J., NIKK (Nordic Institute for Women's Studies and Gender Research) 2003
This tool provides MOE Technical Staff in Curriculum and Teacher Training, Ministries of Youth or Women's Affairs, NGOs/UN agencies working on ToT for NGOs and government teachers, and CBOs with very practical activities looking at cross-cutting issues of HIV/AIDS, Gender, Youth.

   Gendering Prevention Practices: A practical guide to working with gender in sexual safety and HIV/AIDS awareness education
Lewis, J., NIKK (Nordic Institute for Women's Studies and Gender Research) 2003
This tool provides MOE Technical Staff in Curriculum and Teacher Training, Ministries of Youth or Women's Affairs, NGOs/UN agencies working on ToT for NGOs and government teachers, and CBOs with very practical activities looking at cross-cutting issues of HIV/AIDS, Gender, Youth.

   General Comment 13 on the Right to Education (1999)

The General Comments from the UN Committees, see esp. General Comment 13 from the CESCR, articulate a set of international standards which must be upheld in a criminal court.

   General Outline of a National Early Childhood Development Policy
Vargas-Barón, E. (ADEA, UNICEF, UNESCO) 2005
This outline provides a framework for a National Early Childhood Development Policy, which can be adapted when developing other education-related policies. From 'Planning Policies for Early Childhood Development: Guidelines for Action.'

   Geneva Conventions (1949) + 1977 Protocols

The Geneva Conventions were established after WWII to protect the human rights of prisoners of war and civilians in a conflict zone and set the standards in international law for the treatment of the victims of war.

   Getting it Right: Child Rights Programming Guide
Save the Children 2007
This child rights programming (CRP) practitioners' guide will help you apply child rights principles and values at every stage of your programming. It answers many of the "how to" questions that staff and organisations using a CRP approach have raised. Each chapter gives you: key steps; tips; case studies of successful practice from a range of countries and contexts; common dilemmas and possible solutions; and key websites and publications if you need further information

   Getting Started: HIV/AIDS Education in School Feeding Programmes
WFP 2004
This document seeks to provide clarification for school feeding focal points and HIV/AIDS focal points on how to integrate HIV/AIDS awareness and prevention education activities into school feeding programmes.

   Girls Have a Right to Education
Plan International 2013
This infographic from PLAN’s “Because I am a Girl” initiative provides a map of existing barriers girls face in receiving an education as well as doors that are opened if education becomes available.

   Global Consultation Outcome Report
INEE 2009
This is the outcome report from the third Global Consultation hosted by INEE in Istanbul, Turkey from 31 March-2 April, 2009. The Global Consultation's theme was "Bridging the Gaps: Risk Reduction, Relief and Recovery."

   Global Consultation Programme
INEE 2009
This is the progamme from the third Global Consultation hosted by INEE in Istanbul, Turkey from 31 March-2 April, 2009. The Global Consultation's theme was "Bridging the Gaps: Risk Reduction, Relief and Recovery."

   Global Education Cluster. (2010). Education cluster coordinator handbook.


   Global Education Cluster. (2010). The joint education needs assessment toolkit.


   Global Learning Crisis
UNESCO 2013
This UNESCO infographic shows that despite an increase in enrollment, there remain deficits in the global education system. Necessary improvements include teacher training, lower student-to-teacher ratios, and an increase in supplies and resources for both teachers and students.

   Global Perspectives on Teacher Learning: Improving Policy and Practice
Schwille, J., Dembele, M., and Schubert, J.G., UNESCO 2007
This booklet targets policymakers and educators who may neither have the time nor the opportunity to research at great depth the issues of policy and practice in teacher training. The purpose of the document is to provide a way of thinking about the preparation and continuing professional development of primary school teachers that can be used as a basis for evaluating existing programs and planning new ones. NFE and formal teacher preparation, policies and practices, are included on p. 59.

   Glossary of humanitarian terms – In relation to the protection of civilians in armed conflict.


   Glossary of terms on statistical data editing


   Guidance for Building Successful Partnerships
UNESCO and UNICEF 2005
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. From 'Planning Policies for Early Childhood Development: Guidelines for Action.'

   Guidance Note on Conflict Sensitive Education - Dari
INEE 2015

   Guidance Note on Conflict Sensitive Education - Pashto
INEE 2014

   Guidance Note on Conflict Sensitive Education - Spanish


   Guidance Notes for Educational Planners: Integrating Conflict and Disaster Risk Reduction into Education Sector Planning
UNESCO IIEP & UNICEF WCARO 2011
These Guidance Notes put forward strategies on how to mainstream conflict and disaster risk reduction measures in the education sector planning process. They are intended for Ministry of Education officials, especially in planning departments at central level, but are also useful for other education actors that support ministries in the planning process.

   Guidance Notes for Educational Planners: Integrating conflict and disaster risk reduction into sector planning
UNESCO-IIEP 2011
These guidance notes serve to highlight the impact of conflict and natural disaster on learners, teachers, and the education system; to outline the role of conflict and disaster risk reduction (C/DRR) in education; and to introduce ways to address and mainstream C/DRR in education sector planning processes.

   Guidance Notes for Government Policies and Practices Related to Education and Non-Discrimination
UNESCO IIEP 2010
The Guidance Notes 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. Extracted from UNESCO IIEP's Guidebook for Planning Education in Emergencies and Reconstruction.

   Guidance Notes on Safer School Construction
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.

   Guidance Notes on Safer School Construction: Additional Resources
INEE 2009
A list of additional resources found at the end of the Guidance Notes on Safer School Construction.

   Guidance Notes on Safer School Construction: User's Guide and Feedback Form
INEE 2009
This document contains a user’s guide to the Guidance Notes on Safer School Construction and a feedback form that can be submitted to INEE.

   Guidance Notes on Teacher Compensation: Additional Resources
INEE 2009
A list of documents consulted found at the end of the Guidance Notes on Teacher Compensation.

   Guidance Notes on Teacher Compensation: User's Guide and Feedback Form
INEE 2009
This document contains a user’s guide to the Guidance Notes on Teacher Compensation and a feedback form that can be submitted to INEE.

   Guidance Notes on Teaching and Learning
INEE 2010
Designed to accompany and supplement the INEE Minimum Standards, this guidance for educational sector administrators and personnel articulates good practice for meeting minimum standards in teaching and learning by elaborating on analysis, content and methodology, supervision, monitoring and evaluation and resources in four areas: Curricula; Training, Professional Development and Support; Instruction and Learning Processes; and Assessment of Learning Outcomes.

   Guidance notes on teaching and learning.


   Guidance on HIV in education in emergencies
UNAIDS IATT on Education 2010
The purpose of this tool is to provide guidance to education project officers and cluster staff assisting local education authorities working to mainstream issues related to HIV and sexual and reproductive health (SRH). It suggests ways in which education in emergencies can contribute to: 1) reducing the number of new HIV infections; and 2) mitigating the impact of HIV and AIDS for those infected with and affected by the virus.

   Guide for School Emergency Operations Plan – Maldives
Ministry of Education, Republic of Maldives 2009
This comprehensive national policy for the education sector addresses the rationale, and provides guidance for, emergency planning for schools. Sections include: National level multi-sectoral school planning, preparedness, emergency response; School level emergency response and planning; Hazard and risk assessment; Preparedness and emergency response; and Implementing the School Emergency Operations Plan.

   Guide to International Human Rights Mechanisms for Internally Displaced Persons and Their Advocates
Brookings Institution - University of Bern Project on Internal Displacement 2006
The Guide to International Human Rights Mechanisms for Internally Displaced Persons and Their Advocates is designed to help internally displaced persons and humanitarian workers working with internally displaced persons in using international and regional human rights instruments to promote and secure their human rights.

   Guide to Working from Within: 24 Tips for Culturally Sensitive Programming
UNFPA 2004
This publication is a collection of 13 slides that present 24 tips for culturally sensitive programming (particularly in the area of gender and reproductive health, but can easily be adapted in education programming as well). These tips are particularly useful for INEE members who are policy-makers, education planners, donors, civil society partners and researchers.

   Guidebook for Planning Education in Emergencies and Reconstruction
UNESCO IIEP 2006
This guidebook focuses on ensuring access to quality schooling at primary and secondary levels and is addressed primarily at staff of ministries of education, including national, provincial and district level planners and managers, in countries affected by conflict or natural disasters, or hosting refugees from a neighbouring states. In incorporates conflict prevention and disaster preparedness (though not disaster prevention).

   Guidelines for Capacity Development in the Education Sector (within the Education for All Fast Track Initiative Framework)
EFA Fast Track Initiative 2008
These guidelines focus on implementation of basic education sector plans in low-income countries. Capacity is addressed at the individual, organizational and institutional levels. The guidelines are designed for country level stakeholders (education decision-makers, education planners, education program managers, MoE staff, CSO staff) to use during the elaboration of the sector plan as a baseline assessment tool and while implementing the sector plan as a monitoring and evaluation tool.

   Guidelines for Capacity-Development in the Education Sector (within the Education for All Fast track Initiative Framework)
EFA Fast Track Initiative 2008
These guidelines focus on implementation of basic education sector plans in low-income countries. Capacity is addressed at the individual, organizational and institutional levels. The guidelines are designed for country level stakeholders (education decision-makers, education planners, education program managers, MoE staff, CSO staff) to use during the elaboration of the sector plan as a baseline assessment tool and while implementing the sector plan as a monitoring and evaluation tool.

   Guidelines for Child Friendly Spaces in Emergencies
Global Education Cluster, Global Protection Cluster, IASC, INEE 2011
These guidelines are intended to help field teams implement Child Friendly Spaces (CFS) in various emergencies and contexts. In addition, they are also meant to be used as a guide for advocacy and donor practices in emergency settings.

   Guidelines for Education in Situations of Emergency and Crisis: EFA Strategic Planning
UNESCO 2003
These guidelines provide recommendations and strategic planning guidance for incorporating emergency response and preparedness into Education for All (EFA) plans of action.

   Guidelines for Evaluation of Education Projects in Emergency Situations
Johannessen, E.M. 2001
These Guidelines, commissioned by the Norwegian Refugee Council, assist the reader in conducting evaluations of education projects in emergency contexts, and can also be used to integrate continuous monitoring and evaluation of the program into the program design. A practical checklist is found on page 32.

   Guidelines for Gender-based Violence Interventions in Humanitarian Settings: Focusing on Prevention of and Response to Sexual Violence in Emergencies
IASC Task Force on Gender and Humanitarian Assistance 2005
This tool is to be used by field actors in establishing a multisectoral and coordinated approach to gender based violence programming in emergencies.

   Guidelines for Gender-based Violence Interventions in Humanitarian Settings: Sheet 9.1: Ensure girls' and boys' access to safe education
IASC 2005
The Education Action Sheet within these guidelines articulate a series of key minimum prevention and response actions to ensure girls' and boys' access to safe education and protect them from gender-based violence.

   Guidelines for HIV/AIDS Interventions in Emergency Settings: Action Sheet 8.1: Ensure children's access to education
IASC 2003
The Education Action Sheet within these guidelines lay out a series of key actions in order to ensure children's access to education in order to prevent the spread of and protect themselves from HIV/AIDS.

   Guidelines for the design and effective use of teacher codes of conduct
Poisson, M., UNESCO IIEP 2009
These guidelines provide a framework for establishing a teacher code of conduct and is directed primarily at MOE staff and education sector leadership. This is more appropriate for longer-term intervention although it may be adapted for emergency contexts. Sample codes of conduct available from p. 49.

   Guidelines for the Domestic Facilitation and Regulation of International Disaster Relief and Initial Recovery Assistance
ICRC 2007
The Guidelines for the Domestic Facilitation and Regulation of International Disaster Relief and Initial Recovery Assistance are guidelines to facilitate the establishment of domestic policies that will strengthen a county's laws, policies and/or procedures related to international disaster response.

   Guidelines for the Provision of Safe Water and Sanitation Facilities in Schools
FRESH Tools for Effective School Health, UNESCO 2004
This tool sets out some guidelines and optimal and minimal acceptable standards for the provision of safe water and sanitation facilities in schools.

   Guidelines to Develop and Implement School Feeding Programmes that Improve Education
FRESH Tools for Effective School Health, UNESCO 2004
This tool sets out seven step-by-step guidelines that will enable teachers and administrators to enhance the impact of School Feeding Programmes on education.

   Guiding principles for stabilization and reconstruction.


   Guiding Principles on Internal Displacement (1998)

The Guiding Principles on Internal Displacement sets the international standard for the rights, protection and assistance of internally displaced persons during displacement as well as during resettlement and reintegration.

   Handbook for Literacy and Non-Formal Educators in Africa
UNESCO 2006
This tool is a practical resource referencing how to work with communities, including the cultural adaptation of materials. It targets NGOs/UN focused on NFE and Technical Departments in MOE and Training of Trainers/Teachers Institutes and provides guidance on curricula/training of NFE with several cross-cutting themes highlighted, including HIV/AIDS.

   Handbook for Teachers
Annan, J., L. Castelli, A. Devreux and E. Locatelli, AVSI 2003
This handbook has been used in a number of contexts and provides very clear and practical guidance for training of teachers. It has a psychosocial focus and a number of strong and appropriate activities. The layout uses many graphics and models and makes it easy to use and reflect upon (even for semi-literate). This handbook is appropriate for teacher trainers, skilled teachers, development and humanitarian programme managers, and community members as well as civil servants. A list of events experienced in war and conflict (p. 13) would need to be adapted for other contexts, but the effects are common to all disaster contexts.

   Handbook of good practices: Preventing corruption in humanitarian operations.


   Handbook on In-house Style for Course Development
Commonwealth of Learning & National Open School of Trinidad & Tobago, Ministry of Education 2008
This tool aims to provide faculty engaged in developing self-learning materials for learners of open schools and distance learners, with an understanding of how to develop new curriculum or adapt existing classroom curriculum for open schooling, as well as to impart the knowledge and skills involved in developing self-learning materials for school level distance learners.

   Harnessing the Power of Sport for Development and Peace: Recommendations to Governments
Right to Play 2008
This tool highlights the benefits of sport, ranging from the promotion of health, including mental health and psychosocial well-being, to developing the foundation for peace. Guidance is provided for governments and includes focused chapters of girls and youth.

   Headstart Disaster Preparedness Workbook
Riopelle, D., K. Harrison, S. Rottman, and K. Shoaf, UCLA Center for Public Health and Disasters 2004
This comprehensive and easy-to-follow guide is intended for centre-based early childhood education programmes and is a comprehensive resource for disaster prevention and preparedness, covering: 1) Setting the Stage-Disasters and the Importance of Preparing; 2) Assessing Your Head Start Program’s Risks and Resources; 3) Developing and Implementing a Disaster Plan; 4) Communicating Important Information to Staff, Volunteers, Parents, and Others; 5) Building Teams and Training for Effective Disaster Response; 6) Recovering After a Disaster. In addition a toolbox provides forms, worksheets and logs and an appendix provides additional resources.

   Health Across the Curriculum
FRESH Tools for Effective School Health, UNESCO 2004
This tool provides guidance on integrating health learning in subjects across the curriculum by offering recommendations as to the different ways in which health priorities can be reinforced in different subjects, for instance, in science, mathematics, social studies and language, either in all classes or as a term or half year theme.

   Health and Hygiene Education
UNESCO IIEP 2010
This chapter provides a series of strategies and guidance notes for equipping students and teachers to prevent disease through conducting a review of health-education programming in order to prepare best practice guidelines for health education providers; assessing health education needs and developing curricula/programmes using the results; conducting health education campaigns; and developing an education strategy for security, protection, administration and other personnel who come into contact with youth. Extracted from UNESCO IIEP's Guidebook for Planning Education in Emergencies and Reconstruction.

   Healthy Wealthy and Wise Girls
Global Partnership for Education 2013
This infographic by the Global Partnership for Education explains how education girls makes them “healthy, wealthy and wise.” Statistics regarding literacy, child mortality, life expectancy, and financial earnings are included.

   Helping Children Cope with the Stresses of War: A Manual for Parents and Teachers
Macksoud, M. UNICEF 2000
This tool provides guidance for Parents, Teachers, NGO/CBOs/UN/Teacher Training Institutes, MOE. It is a very practical briefing on how children respond to trauma/crisis and what care-givers and teachers can do to support them. Chapters 4 and 5 are of particular interest.

   Helping Children Cope with the Stresses of War: Manual for Parents and Teachers
Macksoud, M., UNICEF 2000
This tool provides advice on issues children experience such as bed-wetting, clinging, bedtime problems, night terrors, schoolwork, anxieties and more. The tool is geared towards parents and caregivers to help them understand children's responses to the stresses of war and how they can help children to cope with such stresses.

   Helping Children Rebound: Strategies for Preschool Teachers After the 2005 Hurricanes
Heroman, C. and Bilmes, J. (Teaching Strategies) 2005
This booklet addresses the special needs of young children who have experienced hurricanes and targets teachers, who it hopes to support in helping children to begin to rebound from their experiences.

   History Education Reform, Transformational Justice and Transformational of Identity
Cole, E. and Murphy, K. 2009
This theoretical report discusses the challenges faced when attempting to reform history education in post-conflict situations.

   HIV & AIDS and Supportive Learning Environments
UNESCO 2008
This booklet is the second in the Good Policy and Practice in HIV & AIDS and Education series. It discusses issues affecting learners in the context of HIV and AIDS, including rights and access to education, protection, knowledge and skills, and care and support. It provides an overview of why HIV and AIDS are important issues for the education sector, identifies weaknesses in current policy and programming responses, and highlights evidence gaps. Intended mainly for government, donor and NGO policy-makers, planners and managers working in the education sector, the booklet is also aimed at school governing bodies, administrators, head teachers, teachers and other educators who are tackling some of the challenges presented by the AIDS epidemic.

   HIV Prevention Education
UNESCO IIEP 2010
This chapter presents a series of strategies and guidance notes for implementing HIV/AIDS Preventive Education (pp. 59-70) and also contains advice on the activities and methods used for teaching about HIV/AIDS (p. 76) as well as a chart examining where to place life-skills-based education (including HIV/AIDS) within the curriculum and articulating the advantages and disadvantages of each approach (pp. 76-78). Extracted from UNESCO IIEP's Guidebook for Planning Education in Emergencies and Reconstruction.

   How GPE works
Global Partnership for Education 2013
This infographic by the Global Partnership for Education outlines their plan of action to bring all parties involved in education to the same table to develop sector programs. The expected result is to have more children go to school and learn essential life skills like reading and math.

   How to Develop an Interim Education Plan
EFA Fast Track Initiative 2010
This resource details the specific processes of joining and working within the EFA FTI Partnership at the country level.

   How to Guide to Conflict Sensitivity
Conflict Sensitivity Consortium 2012
The Conflict Sensitivity Consortium has placed a heavy emphasis on testing practical approaches to effective conflict sensitivity, learning from experience and carefully documenting identified best practices. This approach has culminated in the production of this How to Guide to Conflict Sensitivity. This Guide draws upon Consortium experience to illustrate real examples of applying conflict sensitivity. It aims to provide practical advice suitable for anyone aiming to improve conflict sensitivity, whether in the field of development, humanitarian aid or peacebuilding work. It aims to provide user-friendly information for people who are focusing at project or at organisation-wide level, whether aiming for best practice or just starting out on the journey towards conflict sensitivity.

   Human Rights and Natural Disasters: Operational Guidelines and Field Manual on Human Rights Protection in Situations of Natural Disaster
Brookings Institution - University of Bern Project on Internal Displacement 2008
Pages 40-43 address the importance of education in the wake of a natural disaster. This section provides operational guidelines to ensure that any disruption to education after a natural disaster is minimised.

   Human Rights Education Core Competencies
Tibbitts, F. 2010
This core list of desired competencies, or learner outcomes, is intended for use by educators in designing human rights education (HRE) programming in the schooling sector, in nonformal learning, at universities and for professional groups. It identifies core competencies that learners should have in the areas of knowledge and understanding, skills and behaviours, and attitudes and values. Further, these competencies might provide guidance on the preparation of human rights facilitators. Additional competencies for educators might include, for example, knowing how to adapt/craft a human rights education programme to a local environment or learner group and use of appropriate methodologies.

   Hyogo Framework for Action 2005-2015: Building the Resilience of Nations and Communities to Disasters
UNISDR 2005
At the 2005 World Congress for Disaster Reduction Conference in Hyogo, 168 countries endorsed The Hyogo Framework for Action, as the key instrument for pursuing disaster risk reduction. It underscores the need for, and identified ways of, building the resilience of nations and communities to disasters.

   I DEAL Lifeskills Training Modules War Child Holland
War Child Holland 2009
This series of psychosocial life skills training modules are targeted towards NGOs and CBOs working directly with teacher training. The focus is on providing very practical NFE activities and games to address the needs of children affected by crisis. The most relevant modules are: Dealing with Emotion, Conflict and Peace, Peer Relation, Future. They are useful for acute and chronic crisis and appropriate for teachers working with both school-age children and youth.

   IASC Guidance Note on Using the Cluster Approach to Strengthen Humanitarian Response
IASC 2006
This brief gives an overview of the aim and scope of the cluster approach and explains leadership and responsibilities at global and country levels. The annex includes Generic Terms of Reference for Sector/Cluster Leads at Country Level.

   IASC Guide to the Evaluation of PSS Programming in Humanitarian Crises
Inter-Agency Standing Committee 2011
UNICEF together with partners has developed this Inter-Agency Guide to the Evaluation of Psychosocial Programming in Humanitarian Crises to assist organizations working in the field of psychosocial support to think through key issues in planning and implementing an evaluation.
There are major challenges of conducting evaluations in humanitarian crises such as natural disasters and armed conflicts. However evaluation is a vital tool for improving current psychosocial programs as well as future planning, programming and decision-making. Evaluation provides the means to improve program performance, identify potential unintended negative consequences and build inter-agency consensus on good and promising practices. Essentially, the wider impact of well-documented, reliable evaluations will be the building of a stronger knowledge base for effective psychosocial practice.
In recent years, psychosocial support has become an increasingly central part of development and humanitari

   IASC Guidelines for Addressing HIV in Humanitarian Settings
IASC 2009
These Guidelines target authorities, personnel and organisations operating in emergency settings at international, national and local levels. The Guidelines seek to enable governments and cooperating agencies (such as UN Agencies and NGOs) to deliver the minimum required multi-sectoral response to HIV/AIDS during the early phase of emergency situations. Page 13 lists an action framework for the education sector and an education action sheet begins on p. 49.

   IASC Guidelines on Mental Health and Psychosocial Support in Emergency Settings
IASC 2007
The Inter-Agency Standing Committee (IASC) Guidelines enable humanitarian actors to plan, establish and coordinate a set of minimum multi-sectoral responses to protect and improve people's mental health and psychosocial well-being in the midst of an emergency.

   IASC Matrix on Agency Roles and Responsibilities
IASC Task Force on Safe Access to Firewood & Alternative Energy in Humanitarian Settings 2009
This Matrix is targeted to field-based actors from a range of response sectors: camp coordination/camp management; emergency shelter; environment/natural resource management; food/nutrition; health; information/education/communication; livelihoods/development/food security and protection. Its goal is to provide a practical tool for determining the priority activities that must be undertaken in the development of an effective, multi-sectoral fuel strategy.

   IASC Operational Guidance on Designating Sector/Cluster Leads in Major New Emergencies
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/Cluster Leads in Major Ongoing Emergencies
IASC
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.

   IASC. (2007). IASC Guidelines on mental health and psychosocial support in emergency settings.


   IBE glossary of curriculum terminology.


   Identification, Selection and Recruitment of Teachers and Education Workers
UNESCO IIEP 2010
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. Extracted from UNESCO IIEP's Guidebook for Education Planning in Emergencies and Reconstruction.

   Identifying and Helping Children with Aggressive Behaviour
FRESH Tools for Effective School Health, UNESCO 2004
This tool sets out a list of warning signs of potential violence among students and offers some useful tips on how to help students with violent behaviour apply a variety of strategies and methods.

   Identifying Earthquake-Unsafe Schools and Setting Priorities to make them Safe
GeoHazards International 2005
In response to the January 26, 2001 Gujarat Earthquake in India, 153 schools in Ahmedabad, Baroda and Surat were studied to identify earthquake-unsafe school buildings. A rapid, inexpensive method was adopted to assess the earthquake vulnerability of the school buildings. The report may serve as a model on how to assess the seismic safety of school buildings. The schools included a wide variety of structural types, economic levels, and location.

   ILO. (2002). Decent work and the informal economy: Report of the Director-General.


   Impact of Girls’ Education
Plan International 2013
This infographic from PLAN’s “Because I am a Girl” initiative explains the impact of girls’ education. It includes facts about increasing financial independence and leadership and decreasing early pregnancies and marriage.

   Impacts of Disasters on the Education Sector in Cambodia
Economic Institute of Cambodia and ADPC 2008
These studies on impacts of disasters on the education sector in Lao PDR, Philippines and Cambodia builds an evidence-based rationale to raise awareness on integrating DRR concerns into education policies, programmes and plans and to advocate for changing practices in school construction especially in incorporating disaster risk resilient features in new school construction. In Cambodia the focus was on floods.

   Impacts of Disasters on the Education Sector in Lao PDR
Ministry of Communication, Transport, Post and Construction, Government of Lao PDR; and ADPC 2008
These studies on impacts of disasters on the education sector in Lao PDR, Philippines and Cambodia builds an evidence-based rationale to raise awareness on integrating DRR concerns into education policies, programmes and plans and to advocate for changing practices in school construction especially in incorporating disaster risk resilient features in new school construction. In Lao, the study focused mainly on urban fire, flood, windstorm and earthquake.

   Implementing Minimum Standards for Education in Emergencies: Lessons from Aceh
Humanitarian Practice Network Paper 2005
This article provides lessons learned from the implementation of the INEE Minimum Standards in Aceh after the tsunami.

   Improve the Quality of Learning
Education First 2013
This infographic by Education First presents currents issues stemming from poor quality of education. It suggests what is needed in order to improve the quality of learning, including a larger teacher workforce and an increase in early-childhood education.

   Improving Educational Quality Project: Tips on How to Manage a Large Class
Pasigna, A., Institute for International Research 2007
This tool provides general guidance on how to teach in large classes. Multiple srategies are provided and include remedial and enrichment interventions.

   Improving the Quality of Education and Building Disaster Resilience in Schools
Reach Out to Asia and the INEE
A case study of ROTA's project in Nepal and experience of applying the INEE Minimum Standards.

   In My Classroom: A Guide to Reflective Practice
Plessis, J., Habib, M., Sey, H., Gardner, B., Baranick, A., and Rugh, A., USAID/AIR 2002
This tool is a practical guide for facilitators of teacher development and trainers of trainers on best practices for working in classrooms, together in schools and in teacher networks. It guides the reader on practical ways to understand and incorporate reflective practices in schools and illustrates how reflection is a good resource for supervision, peer support, and supplements existing MOE policies and trainings.

   Inclusion Strategies for Education Checklist
Save the Children 2003
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.

   Increasing the Use of Teaching and Learning Materials
USAID 2002
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. Taken from USAID's 'In My Classroom: A Guide to Reflective Practice'.

   Indicators for Monitoring Hygiene Promotion in Emergencies
UNICEF WASH Cluster 2007
This is a 4-page tool that outlines indicators, both direct or indirect (such as proxy or substitute) to use in emergency contexts in monitoring hygiene promotion.

   Indicators for School-Based Integrated Monitoring of Quality in Education and Child-Friendliness of Schools in HIV Impacted Schools & Communities
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.

   Indicators for School-Based Integrated Monitoring of Quality in Education and Child-Friendliness of Schools in HIV Impacted Schools & Communities
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, for school-based integrated monitoring of quality and child-friendliness of schools in HIV impacted schools and communities.

   Indicators of Quality
Save the Children 2003
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. From Save the Children's Education in Emergencies toolkit.

   INEE & IASC Education Cluster. (2011). Education in emergencies harmonized training package: Module 1.


   INEE 2010 Minimum Standards


   INEE 2010 Minimum Standards for Education


   INEE 2010 Pocket Guide to Gender


   INEE Annual Report (2006)
INEE 2007
This report outlines the achievements of the Inter-Agency Network for Education in Emergencies (INEE) during the year 2006, including its contributions towards the establishment of a UN Inter-Agency Standing Committee cluster approach to the education sector and its collaboration with the OECD DAC Fragile States Group's Education Workstream in the development of a paper on good practices and lessons learned for education service delivery.

   INEE Annual Report (2007)
INEE 2008
This report outlines the achievements of the Inter-Agency Network for Education in Emergencies (INEE) during the year 2007, including the development of a three-year Strategic Plan and the restructuring of the INEE Secretariat in response to the growth in INEE's membership.

   INEE Annual Report (2008)
INEE 2009
This report outlines the achievements of the Inter-Agency Network for Education in Emergencies (INEE) during the year 2008, including deepening the adoption and application of the INEE Minimum Standards and the establishment of the Working Group on Education and Fragility.

   INEE Annual Report (2009)
INEE 2010
This report outlines the achievements of the Inter-Agency Network for Education in Emergencies (INEE) during the year 2009, including the publication of the Guidance Notes on Safer School Construction, the Guidance Notes on Teacher Compensation, and the Pocket Guide to Inclusive Education, as well as the launch of the Strategic Research Agenda.

   INEE Annual Report (2010)
INEE 2011
This report outlines the achievements of the Inter-Agency Network for Education in Emergencies (INEE) during the year 2010, including the launch of four new tools in various languages (the updated Minimum Standards for Education, the Pocket Guide to Gender and Pocket Guide to Supporting Learners with Disabilities, the Guidance Notes on Teaching and Learning, and the Reference Guide on External Education Financing); the INEE Policy Roundtable discussion on education for youth affected by crisis; and the development of the INEE Toolkit with more than 800 tools and resources.

   INEE Annual Report (2011)
INEE 2012
This annual report for 2011 celebrates the ten year anniversary of the founding of INEE, and highlights the numerous ways that INEE has grown and expanded over the past decade. Now at over 7,000 members, the INEE community is more diverse and connected than ever. This report also mentions INEE's new Strategic Plan, updates from the two newly convened Working Groups, new translations of INEE tools, and a renewed relationship with the Sphere Project.

   INEE Annual Report 2012
INEE 2013
2012 brought new and continuing crises affecting education: Syria’s civil war, Mali’s coup, ongoing drought
in the Sahel, floods in Bangladesh, and devastating storms in the Philippines, the Caribbean and the United
States, which all impacted the ability of children and youth to access quality, safe education. During the
year, INEE worked to support and lift up these situations through provision of tools, policy development,
information dissemination and advocacy.

   INEE Annual Report 2013
INEE - 2013 2013
In 2013, INEE worked diligently throughout the year to raise the flag for education in emergencies through advocacy, information sharing, and by providing the tools and technical assistance needed by practitioners and education staff around the world, including in responses to crises in Syria, the Philippines, Central African Republic, Egypt, South Sudan, India, Pakistan, and more.

   INEE Background Paper on Psychosocial Support and Social & Emotional Learning for Children & Youth
INEE 2016
The purpose of this paper is to clarify relevant terminologies and approaches relating to psychosocial well-being and social and emotional learning (SEL) in education in crisis affected contexts, and to explore how psychosocial support (PSS) and social and emotional learning relate to one another. The target audiences for this paper are education practitioners, academics, and policy-makers working in education in emergencies and protracted crises. To clarify, the term “education in emergencies” refers to the educational responses—formal and non-formal—that are appropriate in immediate and sudden emergencies, and to the provision of education during chronic crises and early postcrisis reconstruction phases (International Network for Education in Emergencies [INEE], 2010; UNESCO, 2006).

   INEE Brochure
INEE 2009
This brochure includes background information on INEE and provides instructions on how to join the network.

   INEE Conflict Sensitive Education Feedback Form for Trainees
INEE 2014
INEE wants to hear from you! What steps have you taken to improve the conflict sensitivity of education? INEE wants to learn from your experience using the INEE CSE Pack and Training so that we can share good practices with other users. You can share your experience through blog, interview or by filling out this form. Contact mstraining@ineesite.org for more information.

   INEE Conflict Sensitive Education Infographics
INEE 2014
Based on the INEE Conflict Sensitive Education Pack and developed in coordination with INEE members, the 5 infographics illustrate the 3 steps of conflict sensitive education and why conflict sensitive education matters. The infographics are available in English.

   INEE Conflict Sensitive Education Pack
INEE 2013
INEE has developed a Conflict Sensitive Education Pack to support the integration of conflict sensitivity in education policies and programs. The Pack contains: Guidance Note on Conflict Sensitive Education, Reflection Tool for Designing and Implementing Conflict Sensitive Education Programs in Conflict-Affected and Fragile Contexts, and INEE Guiding Principles on Integrating Conflict Sensitivity in Education.

   INEE Conflict Sensitive Education Training 8 Modules for 2-days
INEE 2014
This extended 2-day training includes 8 modules and is based on the INEE Conflict Sensitive Education Pack created to support the integration of conflict sensitivity in education programs and policies. The training package includes a PowerPoint presentation, activity handouts and facilitator's guide for each module. Topics explored include conflict analysis, interaction between program parameters and conflict and conflict sensitive strategies for each of the 5 domains of the INEE Minimum Standards.
The CSE Pack is required for the training and is not included in this download package. The CSE Pack may be downloaded from http://toolkit.ineesite.org/toolkit/Toolkit?PostID=1148 or the high resolution printable files may be requested from MStraining@ineesite.org.

   INEE Conflict Sensitive Education Training Draft 1 25Jan14 For Advisory Group
INEE 2014

   INEE Conflict Sensitive Education Training Module 90 Minute
INEE 2014
This 90-minute training module is based on the INEE Conflict Sensitive Education Pack created to support the integration of conflict sensitivity in education policies and programs. This module includes a PowerPoint presentation, activity handouts, facilitator's guide and Activity 2 strategy strips.
The CSE Pack is required for the training and is not included in this download package. The CSE Pack may be downloaded from http://toolkit.ineesite.org/toolkit/Toolkit?PostID=1148 or the high resolution printable files may be requested from MStraining@ineesite.org.

   INEE Conflict Sensitive Education Training Package for Islamabad, Pakistan October 2014
INEE 2014
INEE--in coordination with co-host agencies UNICEF and Save the Children--delivered an adapted and abbreviated version of the INEE Conflict Sensitive Education Training Package (available above) to 44 participants in Islamabad, Pakistan. This package contains the adapted Power Point, evaluation form, certificate, small group facilitator instructions and activity handouts.

   INEE Conflict Sensitive Education Training Package for Juba, South Sudan June 2014
INEE 2014
INEE--in coordination with co-host agencies UNICEF, Education Cluster, Save the Children, Plan and the Norwegian Refugee Council--delivered an adapted and abbreviated version of the INEE Conflict Sensitive Education Training Package available above to 30 participants in Juba, South Sudan. This package contains the adapted Power Point, evaluation form, certificate, and activity handouts.

   INEE Conflict Sensitive Education Training Package for Kampala, Uganda July 2014
INEE 2014
INEE--in coordination with co-host agencies UNICEF and the Ministry of Education and Sports--delivered an adapted and abbreviated version of the INEE Conflict Sensitive Education Training Package (available above) to 60 participants in Kampala, Uganda. This package contains the adapted Power Point, evaluation form, certificate, and activity handouts.

   INEE Conflict Sensitive Education Training Package for Peshawar, Pakistan December 2014
INEE 2014
INEE--in coordination with co-host agencies International Rescue Committee and UNICEF--delivered an adapted version of the INEE Education in Emergencies Harmonized Training and Conflict Sensitive Education Training Package (available above) to 42 participants in Peshawar, Pakistan. This package contains the adapted Power Point, evaluation form, certificate, and activity handouts.

   INEE Conflict Sensitive Education Training Package for Sittwe, Myanmar September 2014
INEE 2014
INEE--in coordination with co-host agencies UNICEF and Save the Children--delivered an adapted and abbreviated version of the INEE Conflict Sensitive Education Training Package (available above) to 13 participants in Sittwe, Myanmar. This package contains the adapted Power Point, evaluation form, certificate, and activity handouts.

   INEE Conflict Sensitive Education Training Webinars
INEE 2014
This Word document contains the links to four INEE Conflict Sensitive Education Training Webinars. The links are also available on the website here: http://www.ineesite.org/en/conflict-sensitive-education/cse-training-webinars.
1. Introduction to Conflict Sensitive Education
2. Conflict Analysis
3. Analyzing the Interaction Between Program and Conflict Context
4. Conflict Sensitive Strategies for Monitoring and Evaluation

   INEE Conflict Sensitive Education Whiteboard (Illustrated) Videos
INEE 2014
These 6 videos illustrate conflict sensitive strategies for each of the INEE Minimum Standards 5 Domains. The videos are also available on the website here: http://www.ineesite.org/en/multimedia/inee-conflict-sensitive-education-whiteboard and in DVD. Contact MinimumStandards@ineesite.org to request a DVD. The attachment to this entry is blank, go directly to the website above.

1. What is Conflict Sensitive Education
2. Conflict Sensitive Strategies for Community Participation, Coordination and Analysis
3. Conflict Sensitive Strategies for Access and Learning Environment
4. Conflict Sensitive Strategies for Teaching and Learning
5. Conflict Sensitive Strategies for Teachers and Other Education Personnel
6. Conflict Sensitive Strategies for Education Policy

   INEE CSE Pack-Arabic
INEE 2013

   INEE CSE Pack-English
INEE 2013

   INEE CSE Pack-French
INEE 2013

   INEE Framing Paper: Education Finance in States Affected by Fragility
Brannelly, L., and Ndaruhutse, S., INEE and CfBT Education Trust 2008
This framing paper for the 2008 INEE Policy Roundtable seeks to address questions about the current level of donor funding for education in fragile situations, whether existing funding mechanisms respond appropriately to needs in such contexts and how funding mechanisms contribute to state-building, harmonisation and alignment.

   INEE Good Practice Guide: Education Structures & Management - School Administration
INEE 2008
This guide contains good practices to support teachers and other education personnel.

   INEE Good Practice Guide: Partner Assessment and Selection: INEE Good Practice Guide
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.

   INEE Good Practice Guide: Teacher Observation & Lesson Planning
INEE 2008
This tool provides strategies on teacher observation and lesson planning. It contains checklists on lesson preparation, the teacher observation process, and specific areas for observation.

   INEE Good Practice Guide: Training & Capacity Building - In Pre-Service, In-Service and in the School
INEE 2008
This tool provides strategies for in-service training in emergency contexts. It constains suggestions of basic components of a teacher training programme. The matrix on different forms of trianing, both in-service and pre-service is particularly helpful.

   INEE Good Practice Guide: Training and Capacity Building - Certification and Accreditation
INEE 2008
This guide contains good practices for systematic training and recognition of teachers.

   INEE Good Practice Guide: Training and Capacity Building – Pre-service, In-service and in the School
INEE
In emergency education situations, certified and uncertified teachers are typically unprepared to enter the classroom and address the needs of children affected by crisis. This lack of skills and knowledge is compounded by the fact that teachers have also been affected by the crisis, and are in some cases targeted for abuse. In these new situations, teacher training is required to: help teachers to cope, assist them to communicate new material, advise them on good techniques, and to review familiar subject areas.

   INEE Guidance Notes on Safer School Construction - English
INEE
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. Finally, the Guidance Notes provide a list of key resources for more detailed, technical and context-specific information.

   INEE Guidance Notes on Teacher Compensation - English
INEE
These Guidance Notes address a critical challenge to quality education by providing a framework for discussing the complex issues surrounding the compensation of teachers based on lessons learned from practice around the world. The Guidance Notes are organised around and provide guidance on the following three themes: Policy and Coordination of Teacher Compensation; Management and Financial Aspects of Teacher Compensation; and Teachers’ Motivation, Support and Supervision as Forms of Non-Monetary Teacher Compensation.

   INEE Guidance Notes on Teacher Compensation in Fragile States, Situations of Displacement and Post-Crisis Recovery
INEE 2009
These Guidance Notes address a critical challenge to quality education by providing a framework for discussing the complex issues surrounding the compensation of teachers based on lessons learnt from practice around the world. The Guidance Notes provide guidance on the following three themes: Policy and Coordination of Teacher Compensation, Management and Financial Aspects of Teacher Compensation, Teachers' Motivation, Support and Supervision as Forms of Non-Monetary Teacher Compensation.

   INEE Guidance Notes on Teaching and Learning - English
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 Guiding Principles on Integrating Conflict Sensitivity in Education
INEE 2013
This one-page document outlines the INEE Guiding Principles on Integrating Conflict Sensitivity in Education Policy and Programming in Conflict-Affected and Fragile Contexts. It describes the following principles: 1. Assess; 2. Do no harm; 3. Prioritize prevention; 4. Promote equity and the holistic development of the child as a citizen; 5. Stabilize, rebuild or build the education system; and 6. Development partners should act fast, respond to change, and stay engaged beyond short-term support.

   INEE Language Communities
INEE 2010
This document provides information about INEE's four language communities.

   INEE Minimum Standards and Tools for Initial Assessment
INEE 2007

   INEE Minimum Standards Assessment Report
INEE 2012
This report presents the analyzed data from a global survey, interviews and focus group discussions undertaken between September 2011 and January 2012. More than 700 people responded to the survey, and the report synthesizes their comments and offers recommendations to the INEE Secretariat, the IASC Education Cluster and other INEE partners for future work on the application, promotion and capacity development on the INEE Minimum Standards.

   INEE Minimum Standards Case Study: Building Capacity for Gaza Educationalists
INEE 2011
This case study details the Training of Trainers on the INEE Minimum Standards conducted by the UNESCO oPt office and the subsequent steps to ensure that this learning was transposed into action on the ground. It outlines the work of a consultative steering committee of INEE members based in Gaza, which conducted follow-up from the trainings and provided helpful tools and documents so that education interventions follow global best practices and practitioners could easily identify gaps and weaknesses. The case study also describes how the training and tools have been applied in a UNESCO Disaster Risk Reduction project for emergency response plans in schools and how the Ministry of Education and Higher Education has used them to develop internal contingency plans.

   INEE Minimum Standards Case Study: Community Engagement to Ensure School Enrollment for Eritrean Refugees in Ethiopia
INEE 2011
This case study looks at how the International Rescue Committee applied the Foundational Standard of Community Participation to increase access to education at the pre-school, primary and secondary levels in the Shimelba refugee camp in Ethiopia. It also outlines a number of challenges that IRC faced and explains how and which INEE Minimum Standards were consulted to alleviate these issues.

   INEE Minimum Standards Case Study: Contextualisation of the INEE Minimum Standards by the Community Based Education Forum in Afghanistan
INEE 2008
Sixteen community-based education organisations in Afghanistan agreed to form a working group which met regularly to contextualise the INEE Minimum Standards. This case-study documents the contextualisation process and highlights key lessons learnt for INEE members. It is envisioned that the contextualised indicators will be used by CBE providers to guide their work in communities as well as by the Ministry of Education who will be able to use them to monitor the work of partner organisations.

   INEE Minimum Standards Case Study: Implementation of the INEE Minimum Standards by the Canadian International Development Agency
INEE 2008
This case study, authored by a member of the INEE, analyses the utilisation and institutionalisation of the INEE Minimum Standards for Education in Emergencies, Chronic Crises and Early Reconstruction (INEE Minimum Standards) by the Canadian International Development Agency (CIDA). It also identifies lessons learnt, good practices and recommendations for consideration and application by other donor agencies.

   INEE Minimum Standards Case Study: Implementation of the INEE Minimum Standards by the Government of Norway
INEE 2008
This case study, authored by a member of the INEE, analyses the utilisation and institutionalisation of the INEE Minimum Standards for Education in Emergencies, Chronic Crises and Early Reconstruction (INEE Minimum Standards) by the Government of Norway (GoN). It also identifies lessons learnt, good practices and recommendations for consideration and application by other donor agencies.

   INEE Minimum Standards Case Study: Inter-Agency Coordination in the Aftermath of the Tsunami
INEE 2007
This case study, authored by a member of INEE, describes how the INEE Minimum Standards provided a valuable and relevant design, implementation and coordination tool to guide an inter-agency response during the emergency phase of the Tsunami. The Minimum Standards relating to Education Policy and Coordination were crucial in maintaining a transparent coordination mechanism for emergency education activities and effective information sharing between stakeholders. The Minimum Standards also guided local authorities and international agencies in the formation of an Education Coordination Committee.

   INEE Minimum Standards Case Study: Learning from Practice in the Palestinian Territory, 2009-2011
INEE 2012
A new case study has been released regarding the implementation of the INEE Minimum Standards from 2009-20011 in Gaza, in the Palestinian Territory. The report discusses their implementation strategy, main outputs, important successes, as well as recommendations and lessons learned.

   INEE Minimum Standards Case Study: Non-formal Education in Haiti
INEE 2011
This case study outlines Plan Haiti’s use of the INEE Minimum Standards to create non-formal education programs for Internally Displaced Persons after the January 2010 earthquake in Haiti. Plan Haiti applied the Community Participation standards to plan and implement the schools, and the standards for Teachers and Other Education Personnel to hire teachers and teaching aides. The case study also addresses Plan Haiti‘s use of the standards for Access and Learning Environment and the INEE Pocket Guide to Inclusive Education to improve access to schools for children with physical disabilities.

   INEE Minimum Standards Case Study: Participatory Assessment and Teacher Training in the Aftermath of the Tsunami
INEE 2006
This case study, authored by a member of INEE, describes the way in which the Minimum Standards were applied during the rehabilitation of schools in post-tsunami Aceh, Indonesia. The Minimum Standards in this context acted as a framework which enabled local and international agencies to communicate and effectively build upon previous systems of education. Issues of local community participation in assessment and planning in this situation of dire teacher shortage are enlightening for INEE members working in any context.

   INEE Minimum Standards Case Study: Post-Conflict Basic Education Programmes in Burundi and DRC
INEE 2007
This case study describes how the INEE Minimum Standards have been applied in post-conflict contexts in Burundi and the Democratic Republic of Congo. The author, a member of INEE, described 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.

   INEE Minimum Standards Case Study: Protecting Adolescents and Young Refugees Through Quality Education in Eastern Chad
INEE 2011
This case study analyzes the post-primary education program in eastern Chad that Refugee Education Trust (RET) started for young Sudanese refugees. It describes how RET applied the INEE Minimum Standards in all phases of its intervention and indicates the standards and key actions that have been used to ensure quality education programming, community participation and accountability. Highlighted in the case study are the main challenges that the program has faced, namely security, lack of qualified teachers and other education personnel, accreditation and validation of learning programs, and cultural and gender-based barriers. It also explains how they were addressed using the Minimum Standards. In addition, the case study describes how community participation, assistance to the vulnerable groups and the linkage of education to other services (health, nutrition and psychosocial support) are effective practices resulting from the application of the INEE Minimum Standards.

   INEE Minimum Standards Case Study: Refugee Teacher Compensation in Malaysia
INEE 2011
This case study describes the use of the INEE Guidance Notes on Teacher Compensation and the INEE Minimum Standards in providing compensation to refugee teachers in Malaysia. While planning for and implementing a system for teacher compensation, UNHCR utilized both good practice tools to ensure that they considered issues such as the qualifications and working hours of teachers, the processes for the actual transfer of the compensation and the mechanisms to ensure accountability from the schools. The case study also outlines a number of challenges and lessons learnt.

   INEE Minimum Standards Case Study: Responding to Afghan Refugees in Pakistan
INEE 2011
This case study looks at an education response implemented by the Participatory Rural Development Society for Afghan refugees in the Khyber Pakhtun Khwa region of Pakistan. It describes the use of the INEE Minimum Standards to increase access to education, train teachers, monitor student progress and support students’ repatriation and education certification. It also outlines some challenges still facing the program and lessons learnt about the usefulness of the INEE Minimum Standards in implementing education projects.

   INEE Minimum Standards Case Study: Responding to an Educational Emergency in the Occupied Palestinian Territory
INEE 2007
This case study, authored by a member of INEE, describes an inter-agency programme to ensure educational access for children in the West Bank affected by a teachers strike. Challenges in this context of chronic crisis included the importance of the Minimum Standards relating to Community Participation in this politically tense situation as well as Minimum Standards on the Protection and Well-Being of Learners.

   INEE Minimum Standards Case Study: School Rehabilitation in Iraq
INEE 2007
This case study, authored by a member of INEE, describes the way in which the INEE Minimum Standards have been applied during the rehabilitation of public schools in Fallujah, Iraq. Challenges relating to safe access routes and the recruitment of teachers as well as lessons learnt in applying the Minimum Standards on Community Participation and Equal Access are all discussed.

   INEE Minimum Standards Case Study: Setting Up Child Friendly Spaces in Yemen
INEE 2011
This case study details the use of the INEE Minimum Standards for the establishment of Child Friendly Spaces (CFS) in North Yemen. The intervention applied the INEE Minimum Standards in introducing, setting up and training the community on how to run the CFS. The case study describes a number of positive outcomes and lessons learnt and also outlines challenges that the project faced and how the INEE Minimum Standards helped to overcome them.

   INEE Minimum Standards Case Study: Temporary Learning Spaces in South Sudan
INEE 2013
This case study describes the use of the INEE Minimum Standards by Hold the Child (HCO) to ensure community participation and coordination in creating temporary learning spaces (TLS) in Jonglei state, South Sudan. In addition the case study highlights specific challenges and outcomes in implementing this project.

   INEE Minimum Standards Case Study: The Use of Minimum Standards for Capacity Building of the Lecturers at the University of Nairobi, Kenya
INEE 2011
This case study illustrates the ways in which the IRC and University of Nairobi staff have used the INEE Minimum Standards in developing a new Masters of Education degree in Education in Emergencies. In this case, the Minimum Standards serve as a resource to shape the curriculum and guide the faculty and students in teaching and learning about the field. The Minimum Standards also enable the students to apply their study of EiE theory through the use of a key tool in the education sector. This case study provides a unique perspective on how the INEE Minimum Standards can be utilized as a resource for teaching and learning.

   INEE Minimum Standards Contextualisation Package
International Rescue Committee 2010
The INEE Minimum Standards are generic in order to be applicable to broad range of contexts. They are meant to serve as a guideline to practitioners and policy makers to establish quality education programming in emergencies through to recovery. The Minimum Standards are most effective when they are contextualised to each individual setting. If you are planning to undergo a contextualisation process, please refer to the tools in the Contextualisation Package for guidance through the process. The package was developed by the IRC on behalf of the INEE Working Group on Minimum Standards.

   INEE Minimum Standards Handbook 2004 - English
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 - English
INEE 2012
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 2010HSP-English


   INEE Minimum Standards Institutionalization Checklist For Ministries of Education
INEE 2011
This comprehensive checklist provides Ministries of Education with series of ideas and action points that can assist national education authorities in effectively incorporating INEE Minimum Standards into a variety of institutional operational frameworks (internal coordination, accountability, advocacy, technical capacity building, policy development, emergency preparedness, external coordination).

   INEE Minimum Standards Institutionalization Checklist for Donors
INEE 2011
This comprehensive checklist provides donors with series of ideas and action points that can effectively promote the incorporation of INEE Minimum Standards into internal coordination, programing, accountability, advocacy, technical expertise & development, policy, emergency preparedness, inter-agency policy dialogue, coordination and advocacy.

   INEE Minimum Standards Institutionalization Checklist for Inter-Agency Coordination within an Education Cluster
INEE 2011
This comprehensive checklist provides Education Cluster Coordinators and education coordination group leaders with series of ideas and action points that can promote effective inter-agency coordination through the incorporation of INEE Minimum Standards into a variety of institutional operational frameworks (coordination, assessment, awareness and dissemination, programming and reporting).

   INEE Minimum Standards Institutionalization Checklist for NGOs
INEE 2011
This comprehensive checklist provides NGOs and community based organizations with series of ideas and action points that can effectively promote the incorporation of INEE Minimum Standards in organizational governance, advocacy, human resources management, program design, implementation and evaluation.

   INEE Minimum Standards Institutionalization Checklist for the United Nations Agencies
INEE 2011
This comprehensive checklist provides the United Nations agencies (UNICEF, UNESCO, UNRWA and others) with series of ideas and action points that can effectively promote the incorporation of INEE Minimum Standards into a variety of institutional operational frameworks (human resource management, knowledge management, project programming, inter-agency coordination).

   INEE Minimum Standards Map
INEE 2010
This is a graphic representation of the content of the 2010 edition of the INEE Minimum Standards.

   INEE Minimum Standards Reference Tool
INEE 2011
This document is an updated quick reference tool to accompany and complement the INEE Minimum Standards Handbook.

   INEE Organisational Chart (2010)
INEE 2010
This chart explains the organisational layout of INEE, including the Secretariat Staff, Steering Group, Language Communities, Task Teams, Working Group on Minimum Standards and Working Group on Education and Fragility.

   INEE Pocket Guide to Gender
INEE 2010
This guide is for anyone working to provide, manage or support education services as part of emergency preparedness, response or recovery and complements the INEE Minimum Standards for Education and the IASC Gender Handbook. It outlines principles for a gender-responsive approach to education programming, and provides responses to some of the most common misconceptions and arguments against gender mainstreaming. The guide also gives a series of concrete strategies and actions for putting gender equality into practice in across all domains of education programming.

   INEE Pocket Guide to Gender - English
INEE
This guide is for anyone working to provide, manage or support education services as part of emergency preparedness, response or recovery and complements the INEE Minimum Standards and the IASC Gender Handbook. It outlines principles for a gender-responsive approach to education programming, and provides responses to some of the most common misconceptions and arguments against gender mainstreaming. The guide also gives a series of concrete strategies and actions for putting gender equality into practice in and across all domains of education programming.

   INEE Pocket Guide to Gender Assessment Report
INEE 2013
The INEE Pocket Guide to Gender (PG) is one of the flagship INEE tools used in the Education in Emergencies field. With the input of many INEE members, INEE’s Gender Task Team developed this tool in 2010 as a quick reference guide to help practitioners make sure that education, as part of emergency preparedness, response and recovery, is gender-responsive and meets the rights and needs of all girls and boys, women and men affected by crisis. In order to continue promoting the PG, it is critical to understand who is aware of the PG, how it is being used and if and how it is institutionalized in plans and policies. To do so, the INEE Working Group on Minimum Standards and Network Tools and the INEE Gender Task Team embarked on a large-scale assessment of its usage. This report details the findings of this assessment.

   INEE Pocket Guide to Gender: Useful Resources
INEE 2010
A list of useful resources found at the end of the INEE Pocket Guide to Gender.

   INEE Pocket Guide to Inclusive Education
INEE 2009
The guide is aimed at anyone working to provide, manage or support education services in emergencies, whether through government, non-governmental or international agencies. The main focus is rapid onset emergency response, but the guide is relevant to all emergency settings and phases. This resource provides guidance on how to incorporate inclusive education approaches in emergency situations as well as advice on how to deal with challenges like resistance or lack of interest in inclusion.

   INEE Pocket Guide to Inclusive Education - English
INEE
This guide is aimed at anyone working to provide, manage or support education services in emergencies and complements the INEE Minimum Standards. It outlines useful principles for an inclusive education approach in emergencies and provides advice for planning, implementing and monitoring. The guide also looks at the issue of resistance to inclusion, and highlights ways in which organisations can support their emergency staff to develop more inclusive education responses.

   INEE Pocket Guide to Inclusive Education: Useful Resources
INEE 2009
A list of useful resources found at the end of the INEE Pocket Guide to Inclusive Education.

   INEE Pocket Guide to Supporting Learners with Disabilities
INEE 2010
The guide will help to strengthen the efforts of anyone working with teachers or facilitators in an emergency, whether as part of the formal education system or a non-governmental programme. This guide offers practical ideas for including children and young people with disabilities in education during or after an emergency. It strives to address current barriers to inclusive education. Sections of particular importance include page 62 which covers curriculum content and Section 8 (p. 71) which covers tests and learning assessments.

   INEE Reference Guide on External Education Financing
INEE 2010
The purpose of this guide is to enable national decision makers in low-income countries, including those in fragile situations, to better understand the ways in which donors provide education assistance, how various funding mechanisms work, and why donors choose one over another to support education in fragile situations. It is hoped that the guide makes education decision-makers aware of the types of external assistance used to fill gaps in domestic education funding at the field level.

   INEE Reference Guide on External Education Financing - English
INEE
This guide’s purpose is to enable national decision-makers in low-income countries, including those in fragile situations, to better understand the ways in which donors provide education assistance, how various funding mechanisms work and why donors choose one funding mechanism over another to support education. In addition, it is hoped that this publication will help increase education policy-makers’ awareness of the types of external assistance used to fill gaps in domestic education funding at the field level.

   INEE Situational Analyses - Synthesis Report
Davies, L. 2010
[FORTHCOMING - check www.ineesite.org] This Synthesis Report draws on a larger INEE research project, Situational Analyses of Education and Fragility: Understanding Education's Role in Fragile Contexts, which aims to better understand the relationship between education and fragility. The synthesis integrates country reports for Afghanistan, Bosnia and Herzegovina, Cambodia and Liberia, and asks how education contributes to, or mitigates, fragility.

   INEE Strategic Plan 2008-2010
INEE 2007
This Strategic Plan sets out the vision, strategic goals and core initiatives that guided the work of the Inter-Agency Network for Education in Emergencies (INEE) during 2008-2010. This document was developed in 2007 in a three-stage consultative process involving the INEE Steering Group, INEE Working Group on Minimum Standards, representatives from the broader INEE membership, INEE Secretariat, as well as key external (non-member) stakeholders.

   INEE Strategic Plan 2008-2010 Summary
INEE 2007
This is a summary of the Strategic Plan developed in 2007 to set out the vision, strategic goals and core initiatives that guided the work of the Inter-Agency Network for Education in Emergencies (INEE) during 2008-2010.

   INEE Strategic Plan 2011-2013
INEE 2011
The Inter-Agency Network for Education in Emergencies Strategic Plan for 2011-2013

   INEE Strategic Plan 2015-2017
INEE 2015
This Strategic Plan sets out the vision, strategic goals and core initiatives that guided the work of the Inter-Agency Network for Education in Emergencies (INEE) during 2015-2017. This document was developed in 2015 in a three-stage consultative process involving the INEE Steering Group, INEE Working Group on Minimum Standards and Network Tools, representatives from the broader INEE membership, INEE Secretariat, as well as key external (non-member) stakeholders.

   INEE Teacher Compensation Powerpoint Presentation
INEE 2009
This Powerpoint presentation explains the objective, audience, development process, themes and potential uses of the INEE Guidance Notes on Teacher Compensation.

   INEE Thematic Issue Brief: Conflict Mitigation
INEE 2010
This brief summarises the mainstreaming of conflict mitigation in the INEE Minimum Standards Handbook.

   INEE Thematic Issue Brief: Disaster Risk Reduction
INEE 2010
This brief summarises the mainstreaming of Disaster Risk Reduction in the INEE Minimum Standards Handbook.

   INEE Thematic Issue Brief: Early Childhood Development
INEE 2010
This brief summarises the mainstreaming of Early Childhood Development in the INEE Minimum Standards Handbook.

   INEE Thematic Issue Brief: Gender
INEE 2010
This brief summarises the mainstreaming of gender in the INEE Minimum Standards Handbook.

   INEE Thematic Issue Brief: HIV and AIDS
INEE 2010
This brief summarises the mainstreaming of HIV and AIDS in the INEE Minimum Standards Handbook.

   INEE Thematic Issue Brief: Human Rights
INEE 2010
This brief summarises the mainstreaming of human rights in the INEE Minimum Standards Handbook.

   INEE Thematic Issue Brief: Inclusive Education
INEE 2010
This brief summarises the mainstreaming of inclusive education in the INEE Minimum Standards Handbook.

   INEE Thematic Issue Brief: Inter-Sectoral Linkages
INEE 2010
This brief summarises the mainstreaming of inter-sectoral linkages in the INEE Minimum Standards Handbook.

   INEE Thematic Issue Brief: Protection
INEE 2010
This brief summarises the mainstreaming of child protection in the INEE Minimum Standards Handbook.

   INEE Thematic Issue Brief: Psychosocial Support
INEE 2010
This brief summarises the mainstreaming of psychosocial well-being in the INEE Minimum Standards Handbook.

   INEE Thematic Issue Brief: Youth
INEE 2010
This brief summarises the mainstreaming of youth in the INEE Minimum Standards Handbook.

   INEE Toolkit Booklet
INEE 2011
This document is an overview of the INEE Toolkit and its contents. It is also available in hard copy with a CD-Rom of the Toolkit.

   INEE Toolkit Flyer
INEE 2011
This document gives a brief overview of the INEE Toolkit.

   INEE Toolkit One-Year Statistical Summary
INEE 2012
This Google Analytics Report summarizes the usage of the INEE Toolkit from January 13, 2011 (the Toolkit's launch date) until January 8, 2012.

   INEE Tools Brief - Old
INEE 2013
This brief lists the various tools and resources produced by INEE, as well as several companion tools, that promote access to quality and safe education to all persons affected by crisis.

   INEE Tools Brochure
INEE 2013
This brochure lists the various good practice tools and resources developed by INEE to support Education in Emergencies advocacy, capacity development, programme design, implementation, and monitoring and evaluation. The tools can be used in all phases: prevention, preparedness, response, recovery and development.


   INEE. (2009). Guidance notes on teacher compensation in fragile states, situations of displacement and post-crisis recovery.


   INEE. (2010). Pocket guide to gender: Gender equality in and through education


   INEE. (2010). Pocket guide to gender: Gender equality in and through education.


   INEE. (2010). Guidance notes on teaching and learning.


   INEE. (2010). Minimum Standards for Education: Preparedness, Response, Recovery
INEE 2010

   INEE. (2010). Minimum standards for education: Preparedness, response, recovery.


   INEE. (2010). Pocket guide to supporting learners with disabilities.


   INEE. (2013). Contextualizing global standards to local settings: Challenges and lessons learned.


   INEE’s Minimum Standards as a Tool for Donors: Potential Uses, Challenges and Recommendations
Kirk, J. 2006
Written for the CIDA-INEE Policy Roundtable in 2006, this brief presents practical ways in which donors can use the INEE Minimum Standards, addressing challenges such as the need for contextualisation; internal divisions within agencies; budget support/SWAPs strategies; limited awareness, limited capacity, and differing levels of institutionalisation; and general scepticism towards the standards.

   Information Gathering and Needs Assessment Form
INEE Handbook, adapted from a UNHCR questionnaire 2004
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.

   Integrated Rapid Assessment Field Data Checklist
UNICEF 2006
This tool provides a framework for an integrated rapid assessment checklist that can be used to assess education services, priorities, infrastructure and system capacity. From UNICEF's Education in Emergencies Resource Toolkit.

   Integrating Children’s Rights in Barangay Disaster Management and Development: A Trainor’s Manual
BALAY Rehabilitation Center, Inc., Save the Children UK 2006
This trainer’s manual is designed for community council leadership, service providers, health workers, healers, teachers, parents and youth leaders involved in the implementation of child rights-based disaster management and development programmes or activities. Training is organized around four modules: 1. Rationale for Integrating Children’s Rights; 2. Child Rights-Based Disaster Management and Development Framework; 3. Children-Oriented Participatory Frisk Assessment; 4. Child Rights-Based Disaster Management and Development Action Planning.

   Integrating Disaster Risk Reduction into School Curriculum: Mainstreaming Disaster Risk Reduction into Education
Asian Disaster Preparedness Center 2009
The document asks Why Teach Disaster Risk Reduction in School? It asserts that integrating DRR is possible and that good practices already exist in many RCC member countries. Key approaches for mainstreaming are identified and steps suggested for undertaking Priority Implementation Partnerships for this purpose. Long-term activities are recommended for institutionalisation.

   Integrating Disaster Risk Reduction into the Common Country Assessment (CCA) and UN Development Assistance Framework: A Guide for UN Country Teams
United Nations Development Group (UNDG)
This guide identifies critical steps for integrating DRR into the analytical and strategic planning process and will help UN Country Teams (UNCTs) to: Analyze disaster risk; Review how disaster risk interacts with development; Examine national capacities and risk reduction options; Identify priorities for intervention; Agree on the most appropriate areas for UNCT support; Include DRR as an integral part of the UNDAF monitoring and evaluation process. The document focuses primarily on disasters caused by vulnerability to natural hazards rather than those related to conflict or civil unrest.

   Integrating DRR into School Curriculum
Regional Consultative Committee on Disaster Management (RCC) 2007
This tool provides education programme managers and MOE with approaches, steps to take, and case studies for integrating DRR into school curriculum.

   Integrating Early Childhood Development (ECD) activities into Nutrition Programmes in Emergencies: Why, What, and How
UNICEF & WHO 2012
Developed by UNICEF and the World Health Organization, this document helps to give practical advice on how to integrate early childhood development activities with nutrition programs in emergencies. The report gives examples of stimulation activities for children, explains what is most effective in early childhood development programs, and addresses some of the possible challenges associated with such an endeavor. The appendices give more tangible steps to undertake when setting up an emergency feeding program in order to integrate early childhood education activities.

   Integrating Quality Education With Humanitarian Response For Humanitarian Accountability: The Sphere-INEE Companionship
The Sphere Project and INEE 2009
This Companionship Agreement between the Sphere Project and INEE recommends that the INEE Minimum Standards be used as companion and complementing standards to the Sphere Handbook, Humanitarian Charter and Minimum Standards in Disaster Response.

   Inter-agency Guiding Principles on Unaccompanied and Separated Children
ICRC 2004
The Inter-agency Guiding Principles on Unaccompanied and Separated Children are based on international human rights, humanitarian and refugee law. They seek to ensure that all actions and decisions taken concerning separated children are anchored in a protection framework and respect the principles of family unity and the best interests of the child. All stages of an emergency are addressed: from preventing separations, to family tracing and reunification, through to interim care and long-term solutions.

   Internal Reflection Tool- Audit: Application of the INEE Minimum Standards
Ligon, F. 2010
This internal reflection tool is intended as a way to informally review how the INEE Minimum Standards apply to a given crisis.

   International Covenant on Economic, Social and Cultural Rights (1966) + 2009 Protocol

The Covenant on Economic, Social and Cultural Rights is part of the International Bill of Human Rights. The Covenant commits its parties to work toward the granting of economic, social, and cultural rights to all individuals.

   International Good Practice Principles for Country-led Division of Labour and Complementarity
OECD 2009
These eight good practice principles apply to in-country division of labour between partner countries and donors to streamline and coordinate donor assistance in ways that are effective, tailored and country-specific. More information is available at www.oecd.org/dac/fragilestates.

   International Handbook of Education for the Changing World of Work: Bridging Academic and Vocational Learning
Maclean, R. and Wilson, D. (eds), Springer 2009
This tool containing case studies on TVET in crisis-affected countries highlights several key issues of reaching more vulnerable groups, meeting needs of the displaced and TVET in a rapidly evolving context. Country studies include Southern Sudan, Palestinian refugees in Jordan, Palestine, Northern Uganda, and Sierra Leone

   International Humanitarian Financing: Review and comparative assessment of instruments
Stoddard, A., Office of US Foreign Disaster Assistance 2008
This study was commissioned by the Office of US Foreign Disaster Assistance for the Good Humanitarian Donorship initiative. It provides an overview of the humanitarian financing landscape, comparing the array of mechanisms currently available to donors, and identifies important considerations for donors and their partners as they develop their future funding strategies.

   International standard classification of education


   International standard classification of education ISCED 2011.


   Introduction
INEE 2016
The introduction includes guidance for using the pack, facilitator tips, sample evaluation and assessment tools, and more.

   Introduction to Conflict Sensitive Education Pack
INEE 2013
This document serves as an introduction to the Conflict Sensitive Education Pack, and outlines the following documents: 1. INEE Guiding Principles on Integrating Conflict Sensitivity in Education Policy and Programming in Conflict-Affected and Fragile Contexts; 2. INEE Reflection Tool for Designing and Implementing Conflict Sensitive Education Programmes in Conflict- Affected and Fragile Contexts; 3. INEE Guidance Note on Conflict Sensitive Education; and 4. the INEE Toolkit. It also gives an overview of the definition and challenges around Conflict Sensitive Education.

   Introduction to the 2010 INEE Minimum Standards
INEE 2010
This is the introductory section of the 2010 edition of the INEE Minimum Standards Handbook. It provides background on the field of education in emergencies, an overview of the content found in the handbook (including what has changed from the original edition) and information about strategic linkages between the Minimum Standards and other coordination mechanisms.

   Introductory Training Pack
INEE 2016
The Introductory Training Pack (12 sessions; 23 hours) was created to provide a fast-track introduction to key teacher competencies, especially for use with new teachers or when time is constrained. It includes a detailed facilitator guide, participant handbook, and PowerPoint slides.

   Invest in Girls
Global Partnership for Education 2013
This infographic from the Global Partnership for Education offers numerous statistics as to why investing in girls’ education delivers results.

   Investing in the Youngest: Early childhood care and development in emergencies
Plan 2012
This document outlines the different impacts that disasters and emergencies can have on young children. It also shows in emergencies programming is already helping to limit those impacts. Plan’s experience of providing support to the very youngest children in humanitarian situations has shown that eight key components are critical to protecting children from physical, social-emotional, cognitive, and psychological harm. These components are: 1. Strengthening children’s protective environment through parents and other caregivers; 2. Increasing children’s nutrition and health status; 3. Preparing children to enter and succeed in school; 4. Decreasing stress and improving psychosocial wellbeing; 5. Increasing opportunities for birth registration in emergencies; 6. Changing attitudes about girls; 7. Increasing government commitment for ECCD in emergencies; and 8. Reducing vulnerability to future disasters.

   IRC Child Protection Reporting Form for Teachers
Nicolai, S. and Triplehorn, C. 2003
This is a sample child protection reporting form for teachers to complete, collecting information on possible protection problems. It also contains a matrix of protection problems, descriptions and the relevant articles that those protection problems violate within the Convention on the Rights of the Child. Extracted from 'The role of education in protecting children in conflict' by Susan Nicolai and Carl Triplehorn in the Humanitarian Practice Network Paper.

   IRC. (2007) Evaluation guidelines


   Is your classroom inclusive and child-friendly?
Heijnen, E., UNICEF-UNGEI 2010
This tool is a very practical self-assessment tool for teachers to consider the learning environment they help to create, especially the ways in which teachers and students interact and how such an environment helps different children learn to their best ability.

   It's Her Business: A Handbook for Preparing Young, At-Risk Women to Become Entrepreneurs
EMpower 2010
This handbook is a practical resource for organisations seeking to start or strengthen entrepreneurship programs for young, at-risk women. It outlines the essential components of successful entrepreneurship programs, discusses common challenges and considerations, and provides other useful tips and resources.

   It’s Time to Listen to Us (Facilitators Guide for Focus Groups)
UNICEF 2007
This report, prepared as an appeal to the Members of the 51st Commission on the Status of Women, summarizes the ideas, concerns and recommendations of 1,318 children and young people, from 59 countries and eight regions. They responded to a questionnaire, either through a focus group or an individual survey, on what can be done to eliminate discrimination and violence against the girl child. The questionnaire asked respondents to evaluate the findings in The Report of the Expert Group Meeting, the Elimination of All Forms of Discrimination and Violence Against the Girl Child, and to offer their opinions on how to protect girls from violence and discrimination.

   Keeping Children Safe: A Toolkit for Child Protection
The Keeping Children Safe Coalition 2007
The Keeping Children Safe Coalition Toolkit aims to support agencies at international, national and local levels to put child protection into practice. It has four components: Tool 1 – Keeping Children Safe: Standards for Child Protection; Tool 2 – Keeping Children Safe: How to Implement the Standards; Tool 3 – Keeping Children Safe: Training for Child Protection; and Tool 4 – A DVD accompanies Tool 3 to support and help with training.

   Knowledge Map: Free Primary Education (FPE) and School Fees in Developing Countries
EQUIP2 and USAID 2007
This knowledge mapping exercise was undertaken to clarify what is known and not known about the existence and use of school fees in developing countries, with a particular focus on recent efforts to abolish these fees. Some themes and guiding questions that are touched upon include obstacles and barriers, household and community demand for education, access and equity, educational quality, teachers, financial issues, planning implementation and sustainability of FPE, parents cost sharing and FPE, policy alternatives.

   Landmine Awareness
UNESCO IIEP 2010
This chapter focuses on ensuring that programmes provide information and knowledge that is reflected in safe behaviours with regard to landmines and unexploded ordnance (UXO), and securing community involvement in such programmes. In addition to a series of suggested strategies, and guidance for their implemention, there is a Needs Analysis Exercise (pp. 118-20) that can be used to identify key topics when designing mine risk education programmes and can be carried out using a number of methods. Extracted from UNESCO IIEP's Guidebook for Planning Education in Emergencies and Reconstruction.

   Language and education: the missing link
Pinnock, H. with research by G. Vijayakumar (Save the Children and CfBT Trust) 2009
This policy document targets senior technical staff in the MOE/UN, policymakers, and donors. It considers the extent to which the language used for teaching and learning can be a key barrier or enabler in achieving national and international education commitments. It indicates language needs and best practices with recommendations for bilateral/multilateral organizations on p. 40.

   Last in Line, Last in School
Save the Children 2009
The annual "Last in Line, Last in School" report by Save the Children identifies key areas of policy and practice to be reformed in order to ensure that children in conflict-affected and fragile states (CAFS) get an education. The third annual report examines recent trends in donor support. Its broad conclusion is that, although donors have increased their focus on meeting the education needs of children in these countries and situations, there is still much work to be done.

   Last in Line, Last in School 2007: How Donors are Failing Children in Conflict-affected Fragile States
Save the Children 2007
The 2007 'Last in Line, Last in School' report reveals that donors give the least amount of education aid to the countries that need it most. Conflict-affected countries receive less than a fifth of global education aid, despite being home to more than half of the world's children missing out on an education. The report identifies key areas of policy and practise that need to change in order to give them a quality education.

   Last in Line, Last in School 2008: How Donors can Support Education for Children Affected by Conflict and Emergencies
Save the Children 2008
The 2008 report demonstrates the urgent need for donors to increase aid for education in CAFS. It highlights the need for an international aid architecture that ensures long-term and sustainable aid for education during periods of conflict and emergency.

   Last in Line, Last in School 2009: Donor Trends in Meeting Education Needs in Countries Affected by Conflict and Emergencies
Save the Children 2009
The annual "Last in Line, Last in School" report by Save the Children identifies key areas of policy and practice to be reformed in order to ensure that children in conflict-affected and fragile states (CAFS) get an education. The third annual report examines recent trends in donor support. Its broad conclusion is that, although donors have increased their focus on meeting the education needs of children in these countries and situations, there is still much work to be done.

   Leadership in the HIV and AIDS Response: A Toolkit for Teacher's Unions to Promote Health and Improve Education
Education International, Education Development Center, World Health Organization 2009
This training tool contains activities for use by teachers, administrators, and support staff. The activities teach about general HIV information but also assist in an in-depth examination of one's own attitudes towards HIV/AIDS as well as gender issues and discrimination. This Toolkit also assists on issues such as social skills including communication and negotiation, cognitive skills such as decision making and critical thinking, and emotional coping skills such as managing stress and feelings.

   Learn Without Fear: Youth in action against violence in schools
Plan Germany 2009
This creative, fun and field friendly manual was designed by young people, for young people, as part of Plan International's "Learn Without Fear" campaign. This manual is designed for use by peer educators, youth groups, school classes, students' committees, councils and clubs. The content includes a series of manuals designed to guide the user to be able to take action in their school to promote safe learning and eliminate fear and violence in the place of learning.

   Learner Participation Ideas
USAID 2002
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. Taken from USAID's 'In My Classroom: A Guide to Reflective Practice.'

   Learning Content
Save the Children 2003
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. From Save the Children's Education in Emergencies toolkit.

   Learning From Experience: Good Practices from 45 Years of School Feeding
WFP 2009
World Food Programme (WFP) has compiled a series of case studies detailing good practice throughout their 45+ years of leading school feeding programmes. The case studies within focus on implementation in Afghanistan, Brazil, El Salvador, Ethiopia, Kenya, Lao PDR, Malawi, Pakistan and Uganda. This guide lays out a number of practical tools and recommendations, among which is a list of standards and indicators for quality design and implementation of SFPs (p. 27).

   Learning from Those Who Live It: An Evaluation of Children's Education in Conflict-Affected Fragile States
Naylor, R., Save the Children Alliance 2008
This tool is a 2008 evaluation of the Rewrite the Future programme initiated by Save the Children, which strives to provide all children affected by armed conflict with the opportunity to fulfil their right to an education that enables them to learn, play and develop. Pages 9-14 focus on Teaching and Learning Issues, including teacher training and development and learning assessments, and contain case studies on these issues.

   Learning Spaces and School Facilities
UNESCO IIEP 2010
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 as well as an excerpt of the Immediately, Sooner, Later Matrix of Response focused on site selection, shelter and furniture (p. 156). Extracted from UNESCO IIEP's Guidebook for Planning Education in Emergencies and Reconstruction.

   Learning to Live Together - Design, monitoring and evaluation of education for life skills, citizenship, peace and human rights
GTZ and UNESCO 2008
This resource, targeted to policy makers and curricula planners in Ministries of Education, as well as NGO programme managers, focuses on strengthening the curriculum for "learning to live together" (LTLT) and incorporates life skills, citizenship, peace, and human rights. Chapter 3 provides solid explanations and examples of different types of teaching-learning processes; Chapters 6-9 provide guidance on Monitoring and Evaluation, including the planning and evaluating of curricula and textboks.

   Lesson Plan Format
Save the Children 2003
This tool provides a basic structure that can be used in training teachers and other education personnel in lesson planning. From Save the Children's Education in Emergencies toolkit.

   Lessons for life: Building a culture of safety and resilience to disasters through schools
ActionAid International 2007
This briefing paper is based on Let our Children Teach Us! A Review of the Role of Education and Knowledge in Risk Reduction. It lays out practical recommendations for governments to 1. Integrate teaching on local risk and hazards into the curriculum, and 2. Increase the physical safety and resilience of school buildings. It summarizes the Hyogo Framework for Action and Priority 3: To use knowledge, innovation and education to build a culture of safety and resilience at all levels. The brief cites good practices and simple targets for governments to address.

   Let Our Children Teach Us! A Review of the Role of Education and Knowledge in Disaster Risk Reduction
Wisner, B., UNISDR 2006
This review examines good practices to reduce disaster risk through education, knowledge and innovation, including efforts to protect schools from extreme natural events. It looks critically and strategically at current activities in order to identify gaps, opportunities in the form of synergisms and partnerships, and centres of innovation. The Guide provides advice for Government authorities and other organizations on useful strategies for implementing the Hyogo Framework for Action.

   Let's Get Ready! Planning Together for Emergencies
Sesame Street 2008
This newsletter is one resource out of a large series designed for parents to work with their children to prepare for emergencies and ensure that young children have mechanisms in place to know what to do should an emergency occur.

   Let's Learn to Prevent Disaster! Five Ways for Kids to Join in Risk Reduction
UNICEF and UNISDR 2004
This booklet aims to provide the educational community and children with an innovative and interactive tool for risk management. It is aimed at children between the ages of 8 and 12, as a supplement to materials already available in schools. Its contents can be used in the teaching of social studies, science and environmental studies, as well as in any other studies that relate to other human groups or countries.

   List of Additional Resources on Conflict Sensitive Education
INEE 2013
This document includes a list of additional resources on: conflict sensitivity in general, conflict sensitivity in emergency contexts, conflict analysis, conflict sensitive planning, conflict sensitive implementation, monitoring and evaluation in conflict-affected and fragile contexts, and institutional capacity.

   Little Ripples Curriculum
i-ACT 2015
Little Ripples Ponds is a cost-effective and replicable early childhood education program that trains and employs refugee women to provide culturally inspired home-based preschool education to improve the early development of refugee children.
Little Ripples uses a participatory train-the-trainer approach to build the capacity of refugee women to
serve as teachers and leaders in providing early childhood education for children in their community. Little Ripples curriculum, created by experts in early childhood education and development, trauma recovery, and mindfulness, emphasizes social-emotional learning, peacebuilding, language and mathematics literacy, and physical development for children ages 3 to 5; and is adapted by the refugee teachers and infused with their cultural songs, stories, experiences, and traditions.
In order to make the program more cost-effective and scalable in eastern Chad and other refugee contexts, Little Ripples moved from a school-based

   Livestock Emergency Guidelines and Standards (LEGS)
LEGS 2009
The Livestock Emergency Guidelines and Standards (LEGS) provide a set of international guidelines and standards for the design, implementation and assessment of livestock interventions to assist people affected by humanitarian crises.

   Local Action: Creating Health Promoting Schools
World Health Organization 2004
This document is a practical "how-to" guide for work at the local level to establish school health programmes. 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.

   Looking at Textbooks from a Gender Perspective: A Framework for Analysis
Kirk, J., International Rescue Committee
This tool provides a framework for analysizing textbooks from a gender perspective.

   Mainstreaming Disaster Risk Reduction in the Education Sector in Cambodia
ADPC, ECHO, Ministry of Education, Youth and Sport, National Committee for Disaster Management, UNDP 2008
Under the ADPC facilitated Regional Consultative Committee (RCC) on Disaster Management umbrella, this collaborative (ECHO-UNDP-ADPC) project was implemented as a major contribution to the implementation of the Hyogo Framework for Action. The project was designed with the primary focus to assist the Ministry of Education in three RCC countries to implement a Priority Implementation Partnership (PIP), working with the National Disaster Management Organizations, to undertake integration of DRR into the secondary school curriculum and to promote resilient construction of new schools using research on the past impact of disasters on the education sector.

   Mainstreaming Disaster Risk Reduction in the Education Sector in Lao PDR
ADPC, ECHO, MoE, National Disaster Management Office, Ministry of Labour and Social Welfare, UNDP 2008
Under the ADPC facilitated Regional Consultative Committee (RCC) on Disaster Management umbrella, this collaborative (ECHO-UNDP-ADPC) project was implemented as a major contribution to the implementation of the Hyogo Framework for Action. The project was designed with the primary focus to assist the Ministry of Education in three RCC countries to implement a Priority Implementation Partnership (PIP), working with the National Disaster Management Organizations, to undertake integration of DRR into the secondary school curriculum and to promote resilient construction of new schools using research on the past impact of disasters on the education sector.

   Mainstreaming Disaster Risk Reduction in the Education Sector in the Philippines
ADPC, ECHO, Department of Education of the Philippines, National Disaster Coordinating Council, UNDP 2008
Under the ADPC facilitated Regional Consultative Committee (RCC) on Disaster Management umbrella, this collaborative (ECHO-UNDP-ADPC) project was implemented as a major contribution to the implementation of the Hyogo Framework for Action. The project was designed with the primary focus to assist the Ministry of Education in three RCC countries to implement a Priority Implementation Partnership (PIP), working with the National Disaster Management Organizations, to undertake integration of DRR into the secondary school curriculum and to promote resilient construction of new schools using research on the past impact of disasters on the education sector.

   Mainstreaming Disaster Risk Reduction into Education Sector
Asian Disaster Management News 2007
The education sector is a priority under Regional Consultative Committee (RCC) programme on mainstreaming DRR into development policy, planning and implementation in Asia. This Asian DM News issue provides a wide variety of good practices: integrating DRR into formal and informal school curriculum; safe school construction; school emergency planning and management; education & awareness raising on disaster; and tools for risk reduction.

   Mainstreaming Disaster Risk Reduction into National and Sectoral Development Process
Regional Consultative Committee on Disaster Management
This document describes the training course of the fifth component of the Regional Consultative Committee Program on Mainstreaming Disaster Risk Reduction into Development (RCC MDRD), on capacity building for mainstreaming disaster risk reduction into development policy, planning and implementation in Asia. Of particular interest for disaster risk reduction education is Session 3.3: Mainstreaming DRR in education sector.

   Mainstreaming Psychosocial Care and Support within the Education Sector
REPSSI 2009
The basis for the guidelines was informed by the results of a psychosocial study conducted by REPSSI in August 2007. The study took place among learners, educators and community members in four countries - Mozambique, Swaziland, Tanzania and Zambia. The study revealed that learners face a wide range of psychosocial problems in schools. These directly impact on their academic performance. Moreover, the region is affected by the burden of HIV and AIDS, tuberculosis and malaria), as well as poverty and food insecurity. REPSSI partners felt that it was of immediate importance to develop guidelines for mainstreaming psychosocial support (PSS) in schools in order to help schools respond effectively to the psychosocial needs of learners. Various school community leaders were consulted to learn from what schools are already doing to support learners’ psychosocial wellbeing and to come up with practical suggestions on how to mainstream PSS in school communities.

   Mainstreaming Psychosocial Care and Support: Trainer's Guide for Training Teachers in Conflict and Emergency Settings
REPSSI and TPO Uganda 2010
This guide provides trainers, working in emergencies, with an anthology (collection) of strategically selected materials that they can use to guide them in designing training programs filled with knowledge and skills to prepare teachers to integrate psychosocial and mental health support into education.

   Making Education a Priority in Emergencies
IASC Global Education Cluster 2009
This resource emphasises the vital role of education in supporting children throughout and beyond an emergency and makes the case that education must be included in all humanitarian responses.

   Making Schools Inclusive: How Change Can Happen
Save the Children 2008
This book is about how non-governmental organisations (NGOs) can help school systems in developing countries become more inclusive. It shares experiences of developing tools and approaches that have improved education for the most excluded children in society. It targets NGOs, government and donor representatives seeking to improve the capacity of schools and education authorities to respond positively to a diverse range of learners, as well as to readers studying education policy and practice in developing or transition countries.

   Making Small Schools Work
UNESCO 2001
“The multi-grade school located close to the children’s homes offers a ready solution. Children do not have to walk ten kilometres to school. Nor do they need to face the dangers of sexual harassment and abduction. And they can contribute to the family’s labour needs without disrupting their schooling. However, are small multi-grade schools as good as large schools? This is the challenge we face. Alan Sigsworth and Karl Jan Solstad have devoted a lifetime to multi-grade schools, albeit in Europe rather than in Africa. What they have to offer in terms of professional and technical advice in this book is worthwhile.”

   Making the Case for Education in Emergencies
Save the Children 2003
This section provides a useful talking points to use when promoting education in emergencies and ensuring that no individual is denied access; it covers why one should focus on education in an emergency situation and what 'education in emergencies' is. From Save the Children's Education in Emergencies toolkit.

   Managing Teacher Costs for Access and Quality
Mehrotra, S. and Buckland, P., UNICEF 1998
This section provide a series of strategies and lessons learned aimed at providing teachers with support while also improving access and quality, such as ensuring community participation and support, evening out the distribution of teachers through introducing multigrade teaching and accelerated learning programmes for overage pupils, and improving management information systems.

   Manual for Training of Facilitators - 1
UNESCO, UNHCR, UNICEF and INEE 2005
In three (3) parts, this manual introduces the facilitators to the principles of adult learning, a rights-based approach and the psychology of learning as well as the specifics of the course.

   Manual for Training of Facilitators - 2
UNESCO, UNHCR, UNICEF and INEE 2005
In three (3) parts, this manual introduces the facilitators to the principles of adult learning, a rights-based approach and the psychology of learning as well as the specifics of the course.

   Manual for Training of Facilitators - 3
UNESCO, UNHCR, UNICEF and INEE 2005
In three (3) parts, this manual introduces the facilitators to the principles of adult learning, a rights-based approach and the psychology of learning as well as the specifics of the course.

   Masters in EiE
INEE 2013
List of masters courses in education.

   Matrix Analyzing Ways of Measuring Education Quality and Estimating School-age Population
UNESCO IIEP 2010
This chapter provides two tools useful for monitoring: a matrix analyzing different ways of defining/measuring education quality (p. 126) and two methods for estimating school age population (p. 132). Extracted from UNESCO IIEP's Guidebook for Planning Education in Emergencies and Reconstruction.

   Matrix of possible NGO support to government schools and communities and potential positive/negative impacts
UNESCO IIEP 2010
This chapter contains a matrix (pp. 43-45) 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. Extracted from UNESCO IIEP's Guidebook for Planning Education in Emergencies and Reconstruction.

   Meeting EFA: Afghanistan Home-Based Schools
Kirk, J. and Winthrop, R. (EQUIP2/USAID) 2006
This case study details some of the reasons why girls' access to education remains limited in Afghanistan and some of the aspects, challenges and success to home based schooling programmes (IRC-led).

   Methodology Guide: A Preparation Manual for EHL Teachers
ICRC 2009
This is a manual for classroom teachers for teaching upper-grade students about humanitarian law through a series of hands-on activities. It is best for the acute phase of response and provides an excellent intersection with youth programming.

   Mid-Term Evaluation of the EFA Fast Track Initiative
Cambridge Education, Mokoro Ltd. and Oxford Policy Management 2010
The evaluation report looks at how effective the FTI has been in facilitating progress towards achievement of universal primary education and makes a series of recommendations to further improve future partnership programming and effectiveness.

   Millennium Development Goals: Benefits to Children
Save the Children 2005
This brief tool was developed by Save the Children to promote UN member countries' ability to meet Millennium Development Goal #2: Achieve Universal Primary Education. Guarantee that all girls and boys complete eight years of schooling. This brief tool outlines some of the most common myths told and heard to counter this MDG, and provides the "reality" to counter the "myth." This tool is very useful for proposal writing.

   Minimum Standard for education: Preparedness, response, recovery.


   Minimum Standards Applied to the Evaluation of Coaching Classes for Refugee Students
Refugee Education Trust 2006
This document is an example of how the Refugee Education Trust used the INEE Minimum Standards to evaluate project implementation in Pakistan. The table provides a useful framework for analysis, dialogue, planning and recommendations for the future, and can be adapted for other programmes.

   Minimum Standards for Child Protection in Humanitarian Action
Child Protection Working Group 2013
In 2010 the members of the global Child Protection Working Group agreed on the need for child protection standards in humanitarian settings, to tackle what was seen as a critical gap. The Minimum Standards for Child Protection in Humanitarian Action have been developed to support child protection work in humanitarian settings. In such contexts, the standards are intended to: Establish common principles amongst those working in child protection and to strengthen coordination between them; improve the quality of child protection programming, and its impact for children; improve accountability within child protection work; provide a synthesis of good practice and learning to date; and enable better advocacy and communication on child protection risks, needs and responses.

   Minimum Standards for Education


   Minimum Standards for Education: Preparedness, Response, Recovery
INEE 2010
The INEE Minimum Standards for Education is intended for education sector personnel, humanitarian responders and development personnel. Through an extensive national, sub-regional and regional and on-line consultation process, INEE has developed these international standards to safeguard children’s rights to quality education and a safe learning environment at all times. Through memorandum of cooperation, the handbook also serves as the education sector part of the SPHERE standards for humanitarian assistance.

   Minimum standards for education: Preparedness, response, recovery.


   Minimum Standards on Child Protection
Child Protection Working Group 2013
In 2010 the members of the global Child Protection Working Group agreed on the need for child protection standards in humanitarian settings, to tackle what was seen as a critical gap. The Minimum Standards for Child Protection in Humanitarian Action have been developed to support child protection work in humanitarian settings. In such contexts, the standards are intended to: Establish common principles amongst those working in child protection and to strengthen coordination between them; improve the quality of child protection programming, and its impact for children; improve accountability within child protection work; provide a synthesis of good practice and learning to date; and enable better advocacy and communication on child protection risks, needs and responses.

   Minimum Standards on Child Protection in Humanitarian Action
Child Protection Working Group 2013
In 2010 the members of the global Child Protection Working Group agreed on the need for child protection standards in humanitarian settings, to tackle what was seen as a critical gap. The Minimum Standards for Child Protection in Humanitarian Action have been developed to support child protection work in humanitarian settings. In such contexts, the standards are intended to: Establish common principles amongst those working in child protection and to strengthen coordination between them; improve the quality of child protection programming, and its impact for children; improve accountability within child protection work; provide a synthesis of good practice and learning to date; and enable better advocacy and communication on child protection risks, needs and responses.

   Module 1: Teacher's Role and Well-Being
INEE 2016
The Teacher's Role and Well-Being module is made up of 4 sessions and includes a detailed facilitator guide, a participant handbook, and PowerPoint slides. Each module is designed to introduce teachers to key concepts and skills by modeling participatory, interactive, learner-centered pedagogies that teachers can experience and then try in their classrooms.

   Module 2: Child Protection, Well-Being, and Inclusion
INEE 2016
The Child Protection, Well-Being, and Inclusion module is made up of 5 sessions and includes a detailed facilitator guide, a participant handbook, and PowerPoint slides. Each module is designed to introduce teachers to key concepts and skills by modeling participatory, interactive, learner-centered pedagogies that teachers can experience and then try in their classrooms.

   Module 3: Pedagogy
INEE 2016
The Pedagogy module is made up of 5 sessions and includes a detailed facilitator guide, a participant handbook, and PowerPoint slides. Each module is designed to introduce teachers to key concepts and skills by modeling participatory, interactive, learner-centered pedagogies that teachers can experience and then try in their classrooms.

   Module 4: Curriculum and Planning
INEE 2016
The Curriculum and Planning module is made up of 4 sessions and includes a detailed facilitator guide, a participant handbook, and PowerPoint slides. Each module is designed to introduce teachers to key concepts and skills by modeling participatory, interactive, learner-centered pedagogies that teachers can experience and then try in their classrooms.

   Module in Lifeskills Learning and Teaching for Teaching HIV and Education in Emergency
Hoffman, A.M., UNICEF 2009
This is sample training manual for a 10-day training on life skills, HIV prevention and curriculum development. Order a CD-ROM from: UNICEF Education Section, 3 UN Plaza, New York, NY 10017.

   Monitoring and Evaluation
Save the Children 2003
This resource gives an overview of what monitoring and evaluation can achieve and definitions of goals, objectives and activities, 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. From Save the Children's Education in Emergencies toolkit.

   Monitoring Children's Rights: A Toolkit for Community-Based Organizations
Canadian Coalition for the Rights of Children 2003
This toolkit has been designed for community leaders, local children's rights advocates and staff of local child-serving and child-led institutions and agencies to help mobilise and coordinate resources in communities to develop effective monitoring practices for the UN Convention on the Rights of the Child. Useful sections include the community monitoring grid on p. 27 and the community monitoring report template on pp. 39-50.

   Monitoring Indicators for Core Commitments to Children in Emergencies (CCCs)
UNICEF 2006
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. This has been extracted from UNICEF's Education in Emergencies Toolkit.

   Monitoring Performance: Assessment and Examination in Africa
Kallaghan, T. and Greaney, V., ADEA 2003
This article illustrates how assessment has been used to improve the quality of education in African education systems over the past two decades through a case study approach. The document focuses on four categories of assessment: public examinations, national assessments; international assessments, and classroom assessment. Advantages and disadvantages of school-based assessment, proposals to improve public examinations, national assessments, and classroom assessment are presented. Of particular interest are the guidelines to improve public examinations (p. 32), improving classroom assessment (p. 49), and general recommendations for MOE and education stakeholders (p. 60-61).

   More and Better Teachers Needed: Achieving Quality Education for All
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.

   Mother Tongue Based Literacy Programs: Case studies of Good Practice from Asia
UNESCO 2006
This tool provides an overview of the pedagogical and curricular issues of mother tongue-based programming as well as an overview of language policies, particularly from Asia. Case studies illustrate different language strategies as well as guidance on how to derive lessons learned from the various cases.

   Mutual Accountability at the Country Level: A Concept and Emerging Good Practice Paper
ODI 2009
This background paper explores the issue of mutual accountability as seen in emerging good practices in 19 countries, with a special focus on Rwanda, Mozambique, and Vietnam.

   National Guidelines for School Disaster Safety
Ministry of Education of Sri Lanka 2008
This document provides the principles and guidance to promote a culture of safety in the schools of Sri Lanka. Seven steps in school disaster safety planning are delineated: 1. Establish the school safety core team. 2. Create awareness among the school community 3. Identify hazards and resources 4. Establish and train the school disaster safety team 5. Prepare the school safety plan document 6. Disseminate the plan and conduct mock drills 7. Evaluate and update the plan. The document addresses government and counter part actors, delineates "Do's and Don'ts" before and during disasters, provides a school disaster safety plan example and indicators and monitoring tools.

   Natural Disaster Preparedness and Education for Sustainable Development
UNESCO 2007
This project report provides details of the work completed under the “Educational materials for education for natural disaster preparedness in Asia-Pacific in the context of education for sustainable development” project. Details of the development of culturally appropriate and locally relevant educational material for natural disaster preparedness are provided. The goal is to develop and strengthen a regional network to implement and further ESD initiatives throughout the region.

   Nepal Rewrite the Future Global Evaluation Midterm Report
Save the Children 2009
In 2005, Save the Children initiated an Alliance wide campaign: Rewrite the Future, intensifying their educational programming in 20 conflict affected fragile states around the world. The overall global goal of Rewrite the Future is: All children affected by armed conflict have an opportunity to fulfill their right to an education that enables them to learn, play and develop. To measure progress towards this goal Save the Children designed and implemented a global monitoring system that collects information on the outputs and outcomes of the four key objectives: Access, Quality, Protection, and Finance. Though the global monitoring system achieves its purpose in measuring annual progress towards the Rewrite the Future targets, further research was needed to understand how and why the Rewrite the Future global program contributes. Therefore, the Save the Children Alliance Monitoring and Evaluation Group commissioned a global evaluation of Rewrite the Future program.

   New Lessons: The Power of Educating Adolescent Girls
Lloyd, C.B., Population Council 2009
This report from the Population Council highlights that while many factors contribute to the gender inequity, enhancing quality & relevance of learning opportunities for adolescent girls can prepare and empower them. The report provides new data and analysis from research on more than 300 past and current education programmes and projects, including from INEE members working in crisis and recovery contexts around the world.

   NFE-MIS Handbook: Developing a Sub-National Non-Formal Education Management Information System
Connal, C. et al., UNESCO 2005
This tool is relevant for MOE technical staff, sub-national, NGOs/UN working with MOE to build capacities specifically in NFE. The document provides guidance on how to develop relevant assessment systems and provides a link between curriculum and assessment. A toolkit is provided.

   Non-discrimination in emergencies: Training manual and toolkit
Save the Children 2008
The Non-Discrimination in Emergencies Training manual and toolkits provides humanitarian workers in emergencies with a training manual to improve their focus on the most disempowered groups within a community so that they can ensure that emergency responses are effective and not harmful or disempowering.

   Nutrition Services Questionnaire/Checklist
FRESH Tools for Effective School Health, UNESCO 2004
Intended for schools which already have a meal or food service programme in place, this tool will help the appropriate school staff, including service providers, to improve their services and assure effective implementation.

   Objectives and Minimum Standards for UNHCR-Funded Schools
Save the Children 2003
This chart lists quantitative minimum standards for infrastructure, equipment, materials and class size, which can be used as a framework for developing and adapting indicators to local contexts. Extracted from Save the Children's Education in Emergencies Toolkit.

   OCHA Occasional policy briefing series brief no. 6: OCHA and slow-onset emergencies.


   OCHA. (2003). Glossary of humanitarian terms – In relation to the protection of civilians in armed conflict.


   OECD. (2002). Glossary of key terms in evaluation and results based management.


   OECD. (2008). Concepts and dilemmas of state building in fragile situations: From fagility to resilience.


   Operational guidance for coordinated assessments in humanitarian crises


   Operational Guide on Gender & HIV/AIDS: A Rights Based Approach
UNAIDS Interagency Task Team on Gender and HIV/AIDS 2005
This Guide promotes a rights-based approach to the improvement of responses to HIV and AIDS. It seeks to give guidance to development practitioners by providing a coherent conceptual framework from a gender and rights perspective and a set of guidelines, checklists and tools for programme implementation. Page 26 provides guidance on having a gender sensitive M&E system in place.

   Operational Guide on Gender & HIV/AIDS: A Rights-Based Approach
UNAIDS Interagency Task Team on Gender and HIV/AIDS 2005
This Guide promotes a rights-based approach to the improvement of responses to HIV and AIDS. It seeks to give guidance to development practitioners by providing a coherent conceptual framework from a gender and rights perspective and a set of guidelines, checklists and tools for programme implementation. Page 26 provides guidance on having a gender sensitive M&E system in place.

   Operational Guidelines on Human Rights and Natural Disasters
IASC 2006
The Operational Guidelines on Human Rights and Natural Disasters sets minimum standards and guidelines for humanitarian workers and donors during an emergency to ensure the protection of the rights of the people left homeless by natural disasters.

   Opportunity to Learn: A high impact strategy for improving educational outcomes in developing countries (Working Paper)
Gillies, J. (AED) and Quijada, J.J. (AED) written for EQUIP2 (USAID) 2008
EQUIP2 has explored how education is hindered in developing countries‚ not just by the lack of a physical school‚ but also by the failure to use available space to provide the fundamental conditions that give children the chance to really learn. The Opportunity to Learn Index speaks about the minimum requirements that children need in order to learn, highlighting the mere basics that programming should include.

   Orientation Seminar for Education Staff to Disseminate and Implement IASC Guidelines on Mental Health and Psychosocial Support in Emergency Settings
IASC Reference Group on MHPSS 2010
This guide was developed to inform specific target audiences about the Inter Agency Standing Committee (IASC) Guidelines on Mental Health and Psychosocial Support in Emergency Settings. The design follows six parts: 1) Assessment 2) Goals 3) Seminar Step-by-step 4) Monitoring of learning during the seminar 5) Evaluation and 6) Reading and Handouts.

   Original INEE Training Package
INEE
Since the launching of the INEE Minimum Standards, Training of Trainers has been conducted in all regions. The original INEE Minimum Standards training was developed in English and was used in the following regional trainings: North America, Europe, Anglophone Africa, South Asia and Southeast Asia. The training package includes a Facilitator's Training Guide, a Workbook for Participants, a series of PowerPoint presentations, and a Training Note with guidance for those considering making adaptations to the INEE Training Materials.

   Out of school children
Education for All 2013
This infographic by Education for All provides various statistics referencing children’s education prospects at risk. Progress towards getting all children into school is too slow.

   Outline of Collaborative Decision-Making Tools and Methods
UNHCR 2002
This chart gives an overview of collaborative decision-making tools and methods for promoting participatory local development, what each tool can be used for and what their pros and cons are. Extracted from UNHCR's 'Handbook for Planning and Implementing Development Assistance for Refugees (DAR) Programmes.'

   Overview of the Programme
UNESCO, UNHCR, UNICEF and INEE 2005
This document provides a description of the components of the Peace Education Programme and outlines the implementation structure of the programme.

   Overview: Inter-Agency Peace Education Programme
Verdiani, A., UNESCO 2005
This manual is one of the components of the "Inter-Agency Peace Education Programme" and provides guidance and orientation for readers accessing the other INEE Peace Education Programme materials. The programme is designed for education managers of ministries dealing with both formal and non-formal education and for agencies which implement education activities on behalf of the government.

   Paris Commitments
UNICEF 2007
Adopted in 2007, the Paris Commitments on Children Associated with Armed Forces or Armed Groups are a voluntary promise by States to work together to halt child recruitment, support the release of children from armed groups and help reintegrate these children into civilian life. The Paris Commitments are accompanied by the Paris Principles which are designed as operational guidelines.

   Paris Principles
UNICEF 2007
Based on international law and standards and on the original Cape Town Principles, the Paris Principles incorporate knowledge and lessons learned and in particular, emphasise the informal ways in which boys and girls both become associated with and leave armed forces or armed groups. Taking a child rights-based approach to the problem of children associated with armed forces or armed groups, the Principles underscore the humanitarian imperative to seek the unconditional release of children from armed forces or armed groups at all times, even in the midst of conflict and for the duration of the conflict.

   Participatory Techniques
WFP 2001
This chapter provides useful facilitation techniques for ensuring community participation (pp. 9-18) and techniques to promote group decision making (pp. 22-26). From 'Participatory Techniques and Tools: A WFP Guide.'

   Partnership to Teach Every Child
Global Partnership for Education 2013
This infographic by the Global Partnership for Education provides various goals to increase the number of trained teachers around the world.

   Peace and Conflict Impact Assessment (PCIA) Handbook
The Conflict Prevention and Post-Conflict Reconstruction (CPR) Network 2005
The aim of this Handbook is to facilitate the design of conflict-sensitive approaches to potentially fragile communities. Through an assessment of a community profile, and impact profiles, development practitioners will be able to make strategic choices and define entry points for engagement which are sensitive to the rich tapestry or relationships and undercurrents which exist in every community.

   Peace Dividends and Beyond: Contributions to Administrative and Social Services to Peacebuilding
United Nations Peacebuilding Support Office 2012
This multi-partner United Nations study seeks to determine whether their Peacebuilding Fund (PBF) should increase its support to administrative and social services, and if so, to what types of programming. The study reviews current thinking and practices among United Nations agencies, funds and programs alongside some of their partners in the areas of administrative services – specifically, the administrative (human and technical) capacities required to deliver services – and social services – including the areas of education, health (including water and sanitation) and food security. It proposes a framework for understanding these contributions and begins to identify promising practices and directions. Areas for expanding PBF support are identified in the process, and it is hoped that the review will help to strengthen United Nations programming in these areas in ways that serve peacebuilding.

   Peace Education Programme
Developed and endorsed by UNESCO, UNHCR, UNICEF and INEE 2000
The Peace Education Programme (PEP) focuses on life skills related to peace education, conflict minimisation and prevention to support refugee and returnee children, youth and the wider community in dealing with issues including the social fragmentation problems of sexual harassment and exploitation, access to education (especially for girls), community caring as well as skills for non-violent living. UNHCR, UNESCO and others have used the PEP materials in training programmes for curriculum, teacher training and other ministry of education staff, as a contribution toward curriculum renewal in the schools and teacher training institutions.

   Peace Education Programme: Background Notes, Teacher Training Manual, Part 1-4
Verdiani, A., UNESCO 2005
This manual is one of the components of the 'Inter-Agency Peace Education Programme.' The programme is designed for education managers of ministries dealing with both formal and non-formal education and for agencies which implement education activities on behalf of the government. This resource contains teacher training tools to develop peace education programmes. Although the document reflects on a comprehensive programme, sections may be of interest as both general concepts as well as practical activities.

   Peace Education Programme: Teacher Activity Book
Verdiani, A., UNESCO 2005
This activity book is one of the components of the 'Inter-Agency Peace Education Programme.' It was designed for teachers of peace education. Although the document reflects on a comprehensive programme, the activities provided can be used in different situations.

   Peer Groups for Refugee Adolescents
International Rescue Committee 2004
Peer groups can be used as an extracurricular or non-formal education strategy to reinforce classroom learning and/or to educate young people on themes not covered in a classroom. This resource provides lessons and tools in creating and supporting peer groups for refugee adolescents from IRC's Guinea programme that can be used by other programmes and groups in order to start peer groups for adolescents.

   Plan's Global Campaign to End Violence in Schools: Campaign Progress Report
Plan International 2010
This Campaign Progress Report sheds light on the issue of violence against children in schools and provides lessons learned and good practices from cases all around the world. Page 15 outlines some campaign goals and indicators that can be taken to eliminate violence in schools.

   Planning education in and after emergencies
Sinclair, M., UNESCO IIEP 2002
Written by Margaret Sinclair, this book is of invaluable help to organisations 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.

   Planning for Cultural Diversity
Inglis, C., UNESCO 2008
This booklet describes how countries can manage education in an increasingly diverse cultural environment and yet foster nation building and integration. The author reviews the different policies and strategies implemented in different countries in terms of curriculum and the teaching of languages, as well as in terms of school organisation and forms of education delivery.

   Planning in an Emergency: Situation Analysis Checklist
INEE Handbook, adapted from a WFP Situation Analysis 2004
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 to ensure appropriate understanding to plan and implement the programme.

   Planning Processes
UNESCO IIEP 2010
This chapter examines the context and challenges of planning in emergencies and early reconstruction contexts and lays out 12 suggested strategies for effective planning processes (pp. 43-55), including detailed guidance notes for each strategy. Pp. 56-57 give a description of an Education Sector Analysis (ESA), including an overview of what an ESA or Sector-Wide Approach (SWAP) is, rationale for these tools, and information on who carries it out and what it is comprised of. Extracted from UNESCO IIEP's Guidebook for Planning Education in Emergencies and Reconstruction.

   Planning Working Children's Education: A Guide for Education Sector Planners
Save the Children 2004
This paper analyzes analysis the current state of working children's situations and their relation to education strategies. It analyses eight case studies, commissioned by Save the Children, of education provision for working children. The lessons emerging lead into a set of recommendations on how the needs of working children should be addressed within education sector planning to ensure their right to a useful education, while also protecting their wider rights to survival and protection.

   Pocket guide to gender: Gender equality in and through education.


   Pocket guide to supporting learniners with disabilities.


   Policy Indicators (for content areas and policy assessment)
Vargas-Barón, E. (ADEA, UNICEF, UNESCO) 2005
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. From 'Planning Policies for Early Childhood Development: Guidelines for Action.'

   Portraits in Courage: Teachers in difficult circumstances
UNESCO
This brochure is about courage. The courage of teachers who, day in day out, give children an education despite poverty, crisis and violence. It is also a tribute to their integrity, dedication and commitment beyond the call of duty.

   Positive Discipline in the Inclusive, Learner-friendly Classroom
UNESCO 2009
This is a practical handbook on positive discipline and child development, focused on creating understanding between teachers and students, understanding children's behaviour and background, connecting with families, creating positive learning environments and dealing with challenging students. The handbook is elaborate and may be more appropriate for early recovery.

   Post-Primary Education
UNESCO IIEP 2010
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 school teaching. It includes a checklist for planning vocational education programmes in emergencies and a sample higher education plan in a conflict-affected country. From UNESCO IIEP's Guidebook for Planning in Emergencies and Reconstruction

   PowerPoint: INEE Conflict Sensitive Education Pack
INEE 2013
INEE has developed the following documents to support promotional efforts of the INEE Conflict Sensitive Education Pack: PowerPoint on INEE CSE Pack and Talking Points on INEE CSE Pack. These two documents highlight the need to focus on conflict sensitive education, what conflict sensitive education is, strategies for conflict sensitive education and resources available for conflict sensitive education.

   Practical Tips for Teaching Large Classes: A Teacher's Guide
UNESCO 2006
This guide presents a variety of practical methods and practices that could be useful for teachers who need to deal with a large class every day. It addresses issues such as how to prepare and plan lessons specifically adapted for large classes, as well as tips to manage the class and to see the large class as a resource rather than a challenge.

   Pre-Crisis Secondary Data for Emergency Preparedness
UNICEF 2006
This matrix of pre-crisis secondary data for emergency preparedness provides a useful and adaptable coordination tool in terms of analysing 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. From UNICEF's Education in Emergencies Resource Toolkit.

   Preparedness Plan Monitoring Tool
UNICEF 2006
This matrix for monitoring key activities for education preparedness (coordination, collection of pre-crisis data, learning spaces, teaching curriculum, etc) can be adapted for different local contexts and organisational activities in order to monitor achievements against activities, action steps, responsibility for actions and the timeframe in which these activities need to be carried out in order to be prepared. Extracted from UNICEF's Education in Emergencies Resource Toolkit.

   Preparing National Strategies to Achieve UN Millennium Goals: A Handbook
UN Millennium Project 2005
This handbook consolidates the practical lessons from country-level efforts to operationalise 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.

   Preventing and Responding to Gender Based Violence in and through Education
INEE Gender Task Team
This is a general brief establishing a foundation of understanding for Gender Based Violence and indicates how to respond to GBV in and through education. It contains a case study on Guinea and Sierra Leone. Pp. 3-4 discuss approaches to reducing and preventing GBV in schools.

   Preventing Corruption in Humanitarian Operations
Transparency International: the global coalition against corruption 2010
Transparency International's new Handbook targets managers and staff of humanitarian agencies at headquarter and field levels. It is useful to a wide range of individuals who might be directly leading aid delivery or acting in senior management positions focusing on organisational strategy. The content seeks to help identify and prevent corruption risks faced by their particular organization or sector, program or role. Used with permission. For more information, visit http://www.transparency.org.

   Preventing corruption in the education system: a practical guide
Ochse, K.L., GTZ 2004
This practical guide on preventing corruption in the education system is aimed at those responsible for development cooperation projects promoting reform in the education sector. The guide aims to provide ideas and practical support, and to indicate ways of integrating corruption-prevention components appropriately. The guide also identifies approaches and measures to promote the participation of parents/teachers/citizens and civil society organisations in reforms of the education system.

   Prevention of Conflict and Preparedness for Disaster
UNESCO IIEP 2010
This chapter looks into prevention of conflict as well as preparedness for disaster and provides the reader with a background analysis, suggested strategies, guidance notes and tools and resources on the two subjects. Extracted from UNESCO IIEP's Guidebook for Planning Education in Emergencies and Reconstruction.

   Principles for Good International Engagement in Fragile States and Situations
OECD 2007
These principles are intended to help international actors foster constructive engagement between national and international stakeholders in countries with problems of weak governance and conflict, and during episodes of temporary fragility in stronger-performing countries.

   Programming Guidance: Save the Children's Principles in Youth Programming
Sommers, M., Save the Children 2001
This Field Guide articulates programming principles and lessons learned in youth programming that can be used to design a response. From 'Youth: Care & Protection of Children in Emergencies, A Field Guide.'

   Programming Principles and Lessons Learned in Youth Programming
Sommers, M., Save the Children 2001
This Field Guide articulates principles and lessons learned in youth programming that can be used to design a response. Extracted from 'Youth: Care & Protection of Children in Emergencies, A Field Guide.'

   Project Management
UNESCO IIEP 2010
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 (pp. 66-70), as well as a sample logical framework (p. 72). Extracted from UNESCO IIEP's Guidebook for Planning Education in Emergencies and Reconstrution.

   Promoting Children's Meaningful and Ethical Participation in the UN Global Study on Violence Against Children
Save the Children 2003
This short guide explains the value and benefits of the participation of children in the UN Global Study on Violence against Children. It also describes the ways to ensure that children's participation is safe and meaningful.

   Promoting Participation: Community Contributions to Education in Conflict Situations
Brannelly, L. and Sullivan-Owomoyela, J., UNESCO 2009
This report, which targets NGOs/CBOs/national and local planners, government officials, outlines the type of roles communities play in the provision of education and the conditions or factors that can tend towards either dissembling community involvement or encouraging positive engagement, in both emergency and reconstruction settings.

   Promoting Participation: Community Contributions to Education in Conflict Situations (Policy Brief)
CfBT and UNESCO-IIEP 2009
This policy brief presents recommendations to design and deliver education programmes in areas of conflict and emergencies in a method that promotes positive community participation. These recommendations are based on the findings from a corresponding publication: "Promoting participation: Community contributions to education in conflict situations" by Joan Sullivan-Owomoyela and Laura Brannelly.

   Promoting Safe Learning Environments: Minimizing Violence in Schools and Enhancing Education as a Protection Tool (Presentation)
Nirrengarten, A., UNHCR 2009
This is a brief presentation that was given at the 2009 INEE Global Consultation that outlines what constitutes a safe learning environment, why there is a need for safe education and how we can address violence in schools. The presentation was given by Audrey Nirrengarten of UNHCR's Division of Operational Services.

   Protect the Quality and Safety of Your Food
FRESH Tools for Effective School Health, UNESCO 2004
This tool provides useful information about protecting the quality and safety of food, including proper storage and handling of foods and caring for children. Teachers and other education personnel could use this information, adapting it to their local context, when teaching basic health and hygiene.

   Protecting Education from Attack
United Nations Educational,Scientific and Cultural Organization 2010
This document was the result of a seminar, the purpose of which was to provide highly engaged specialists from all over the world, who have been working on the theme of education in emergencies within different professional disciplines and political contexts, with the opportunity to probe the information, research, policy and advocacy gaps identified above and to generate solutions jointly. Together, these specialists took critical stock of existing research, effective practices and lessons learned; identified opportunities for strengthening monitoring and reporting of attacks and increasing accountability; generated next steps for action and research; and produced this document.

   Protecting Education from Attack: A State of the Art Review
UNESCO 2010
This state of the art review considers not only practical protection of access but broader issues (law, curriculum). Highlights include sections on programmatic prevention and response (pp. 27-33) and promoting protection in education (pp. 61-68). Chapter 12 is the best summary to date of the actual practical measures that programmes have taken, with comments on the need to relate them to the specific context. Chapter 14 provides a case study on Schools as Zones of Peace.

   Protecting Education in Countries Affected by Conflict
Global Education Cluster 2013
The Protecting Education in Countries Affected by Conflict Initiative focuses on providing guidance and resources to field practitioners on critical protection-related issues such as protecting education from attack, education for peace-building, monitoring and reporting of violations and rights and accountabilities. The series of eight booklets and accompanying curriculum resource is designed to provide: (1) An overview of the problem of conflict-related threats to education.(2) A range of responses that can be undertaken by Education Clusters, Ministries, and non-governmental organisations (NGOs) dealing with education, security, protection, psychosocial support and legal accountability issues.(3) A tool to be used with an accompanying set of workshop materials for use in training people in aspects of protecting education in conflict-affected countries.

   Protecting Education in Insecurity and Armed Conflict: An International Law Handbook
British Institute of International and Comparative Law, Education for All 2012
This document serves two purposes: first, it acts as a Summary of Protection of Education in
Insecurity and Armed Conflict – an International Law Handbook; second, it is written to be
readily accessible to a non-legal audience and so to provide a stand-alone, insight into the
three relevant areas of international law, and the potential of that law, to protect education
during insecurity and armed conflict.

   Protecting Persons Affected by Natural Disasters: IASC Operational Guidelines on Human Rights and Natural Disasters
IASC and Brookings-Bern Project on Internal Displacement 2006
These Operational Guidelines are addressed to intergovernmental and non-governmental humanitarian actors when they are called upon to become active just before or in the aftermath of a natural disaster. The Operational Guidelines focus on what humanitarian actors should do in order to implement a rights-based approach to humanitarian action in the context of natural disasters. They call on humanitarian actors to look beyond their core mandate and to have a holistic vision of the needs of the people they have been asked to serve. While these Guidelines have been drafted with the consequences of natural hazards in mind, they are also relevant to other kinds of disasters.

   Protection of Educational Buildings Against Earthquakes: a manual for designers and builders
National Society for Earthquake Technology (NSET), USAID Office of Foreign Disaster Assistance, UNES 2002
This manual presents in simple illustrated form, ways to protect educational buildings from the disasters effects of an earthquake. It is or for use at the community level as a guide for the construction of earthquake-resistant educational buildings.

   Providing Education in Emergencies: The Role of a Minister
UNESCO IIEP
This two sided tri-fold brochure provides a simple introduction to Ministers of Education and their staff about their role in ensuring the right of children to education, developing policies that mitigate the effects of disasters and conflicts, and incorporating disaster risk reduction and conflict prevention activities into the regular planning and programme cycle.

   Psychological First Aid: Facilitator’s Manual for Orienting Field Workers
WHO, War Trauma Foundation, World Vision International 2011
This manual is designed to orient helpers to offer psychological first aid (PFA) to people following a serious crisis event. PFA involves humane, supportive and practical assistance for people who are distressed, in ways that respect their dignity, culture and abilities.

This facilitator’s manual is to be used together with the Psychological first aid: Guide for field workers (World Health Organization, War Trauma Foundation, World Vision International, 2011).

   Psychological First Aid: Guide for Field Workers
WHO, War Trauma Foundation, World Vision International 2011
This guide was developed in order to have widely agreed upon psychological first aid materials for use in low and middle income countries. The information we have given here is a model only. You will need to adapt it appropriately to the local context and the
culture of the people you will help.
This guide – endorsed by many international agencies – reflects the emerging science and international consensus on how to support people in the immediate aftermath of extremely stressful events.

   Psychosocial Checklist
INEE 2004
This checklist can be used for addressing issues of psychosocial well-being and recovery, which contribute to learners' security, protection, quality of service, happiness and warmth in the relations between education providers and learners. Specific survey methods will depend on the local situation and culture. Extracted from the original INEE Minimum Standards Handbook.

   Psychosocial Interventions: A Handbook
IFRC, RCS 2010
This handbook prepared by the International Federation Reference Centre for Psychosocial Support (the PS Centre) reflects the increasingly active role that the Red Cross Red Crescent Movement plays in psychosocial responses. The development of the handbook is a result of collecting lessons learned on the many varied psychosocial interventions that have been implemented in different countries recently, with a particular focus on the psychosocial response to the Indian Ocean tsunami of December 2004. This event led to one of the largest emergency responses in history, with the involvement of a multitude of organisations and individuals in many varied
psychosocial interventions. These interventions helped thousands of communities, families and individuals and contributed to
increasing global awareness on psychosocial needs and responses following critical events and during crises.

   Psychosocial Support Resource Pack
ARC 2009
This module provides practical information, guidelines, examples and tools to support organisations and key actors to undertake psychosocial support to bring about positive change for children in humanitarian contexts. Useful guidance is provided to analyse what type of support best suits a particular context as well as identifying targets and appropriate messages and developing support strategies.

   Psychosocial Support to Learners
UNESCO IIEP 2010
This chapter contains a summary of suggested strategies and guidance for implementing those strategies, to provide psychosocial support to learners (pp. 113-19), a matrix of symptoms of distress (p. 120), and a series of best practices in providing psychosocial support (p. 121). Extracted from UNESCO IIEP's Guidebook for Planning Education in Emergencies and Reconstruction.

   Psychosocial Support: Role of Teachers, including Sample Teacher Workshop
Save the Children 2003
This two-page brief (pp. 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 (pp. 125-127) that provides guidance on designing and carrying out a 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. From Save the Children's Education in Emergencies toolkit.

   Psychosocial Teacher Training Guide
IRC 2004
This short guide is designed to help prepare and motivate teachers for the challenges of such classrooms with simple advice, basic awareness raising of the emotional needs and reactions of children, and strategies to help reach all children in the classroom.

   Put Every Child in School
Education First 2013
This Education First infographic outlines steps to take in order to put every child in school. Steps include providing additional support for children and building more schools. Also shown are various statistics about out-of-school youth.

   Quality Checklist for Selecting Skills-based Health Education Materials
FRESH Tools for Effective School Health, UNESCO 2004
This checklist can be used to select new materials or adapt existing materials for use in skills-based health education programmes. It is a good template that may be adapted to other situations.

   Quality Counts - Developing Indicators in Children's Education
Cain, E., Save the Children UK 2003
This guide explores issues involved in measuring education quality, and the role of indicators in this process. It offers practical tips and case studies that can help education programme staff of international and national NGOs determine how to select and apply indicators to best measure education quality.

   Raising Clean Hands: Call to Action for WASH in Schools Advocacy Pack 2010
UNICEF 2010
This advocacy pack was developed by UNICEF to inform and support the user in planning and conducting their own advocacy for raising the profile of WASH in schools. Pages 11-13 contain practical fact sheets where school staff can fill in information pertinent to their local context, in comparison to WASH recommendations.

   Rapid Education Assessment from Emergency Field Handbook
UNICEF 2006
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. From UNICEF's Education in Emergencies Resource Toolkit.

   Rapid Response Programming for Education Needs in Emergencies
Penson, J. and Tomlinson, K., UNESCO-IIEP and CfBT 2009
This tool, which is particularly useful to NGOs and UN agencies, provides a good representation of the range of potential programming. Chapter 8 is of particular interest.

   Rapid response: Programming for education needs in emergencies (Policy Brief)
CfBT and UNESCO-IIEP 2009
This policy brief presents recommendations for policy and practice for those working to design and deliver education programmes in areas of conflict and emergencies. These recommendations are based upon the findings from the corresponding publication Rapid response: Programming for education needs in emergencies by Jonathan Penson and Kathryn Tomlinson.

   Re-thinking Aid Policy in Protracted Crises
Macrae, J., and A. Harmer, ODI 2005
This short article captures the shift in thinking over the past decade regarding the relationship between relief and development.

   Reaching Out-Of-School Youth with Reproductive Health and HIV/AIDS Lifeskills
African Youth Alliance 2005
This is a report on the African Youth Alliance (AYA) project, which was launched in 2000 to improve the sexual and reproductive health of out-of-school young people in Botswana, Ghana, Tanzania, and Uganda. This resource targets NGOs, UN agencies, Ministries of Youth, and CBOs and focuses on case studies, challenges, lessons learned, and information on youth involvement in reproductive health and HIV/AIDS issues.

   Reconstruction after Violence: How Teachers and Schools can Deal with the Legacy of the Past
Murphy, K. and Gallagher, T. 2009
This case study illustrates the role of schools and teachers in post-conflict reconciliation and transitional justice. It uses the case of Northern Ireland to illustrate the point and discusses the work of Facing History and Ourselves.

   Reducing Vulnerability of School Children to Earthquakes
United Nations Center for Regional Development (UNCRD) School Earthquake Safety Initiative (SESI) 2009
This publication not only summarises the good practices and lessons learned from the project countries but also highlights the task ahead to up-scale from model projects to countrywide activities on school safety.

   Reflection Tool for Designing and Implementing Conflict Sensitive Education Programs in Conflict-Affected and Fragile Contexts
INEE 2013
This Reflection Tool is designed to help you reflect on the impact of conflict dynamics on education programs and how these education programs can help either mitigate or exacerbate the conflict dynamics. It can be used to integrate conflict sensitivity at all stages of the project cycle: assessment, design, implementation/management, monitoring and evaluation. Principles of community participation, equity, access, quality, relevance and protection are included across the tool and are based on the INEE Minimum Standards for Education: Preparedness, Response and Recovery. This Reflection Tool can be used in the following ways: 1. For an assessment of a new education program; 2. In the design of a new education program; 3. In the implementation / management of an education program; 4. In monitoring and evaluating an education program; and 5. In the review of an education program.

   Regional Adaptations
INEE
These adaptations include packages designed specifically for Gaza and Sierra Leone.

   Regional Analysis on Disaster Risk Reduction Education in the Asia-Pacific Region in the Context of Hyogo Framework for Action Priority 3 Implementati
Hoa Phong Tran, UNISDR - Asia and Pacific 2009
This regional analysis reviews progress in the Asia-Pacific region towards achieving the expected outcomes of the Hyogo Framework for Action (HFA)’s Priority 3. The analysis reflects national assessments of HFA implementation and takes a critical look at progress made in Asia-Pacific by UNISDR and its partners in implementing the Bangkok Action Agenda.

   Research Analysis: Attracting, Developing and Retaining Effective Teachers: A Global Overview of Current Policies and Practices
Moon, B. UNESCO 2007
This tool contains a historical review and critique of teacher training and retention approaches and policies, along with some clear case studies of what has worked and what has not worked.

   Research Based Practices for Assessment for Learning to Guide Classroom Practice
Assessment Reform Group 2002
This tool provides a framework for classroom assessment and is based on cognitive development. It provides clear guidance on what needs to be included and why as well as clear explanations of key terms used in assessment.

   Resourcing Global Education: How reform of the Fast Track Initiative should lead to a Global Fund for Education
Mallouf, K., Oxfam 2010
The report is actually two products: a longer research report with detailed analysis, and a briefing note which summarizes the research and includes political recommendations. It examines the EFA-Fast Track Initiative's (FTI) positive contributions as well as its limitations. It argues for the reform of the FTI into a more ambitious, effective Global Fund for Education.

   Responses to young children in post-emergency situations
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 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.

   Right to Education During Displacement: A Resource for Organizations Working with Refugees and Internally Displaced Persons
Women's Commission for Refugee Women and Children 2006
This tool identifies the right to education and actions that individuals and organizations can take to fulfil these rights, with a focus on refugees, returnees and IDPs. It can be used for training and sensitisation with communities, so that they become involved in ensuring the rights of all members to a quality and relevant education.

   Roles and Responsibilities of Early Childhood Development Co-ordinating Structures
UNESCO and UNICEF 2005
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. From 'Planning Policies for Early Childhood Development: Guidelines for Action.'

   Rome Statute of the International Criminal Court (1998)

The Rome Statute of the International Criminal Court is the treaty that established the International Criminal Court . In addition, the treaty establishes the court's functions, jurisdiction and structure.

   Rural Populations
UNESCO IIEP 2010
This chapter outlines key strategies and guidance notes for educational authorities, planners and providers to help them keep the rural/urban distinction in mind when developing strategies for education in emergencies. It 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 (pp. 25-6). From UNESCO IIEP's Guidebook for Planning Education in Emergencies and Reconstruction.

   Safe and Child-Friendly School Initiative Poster
Save the Children 2009
This simple poster, of interest to the school community and general public, provides clear graphics to demonstrate disaster-resilient and child-friendly features of a school. This provides a model for bridging the gap in making the school construction experience itself a learning opportunity. Photographs illustrate: earthquake resilient features, disaster risk reduction features, child friendly features, hygiene and nutrition features, and environmentally friendly features.

   Safe Learning Environment
INEE
This scenario and related roles highlight issues of abuse and exploitation in learning environments, with a focus on how they affect girls. In particular, it addresses the incidence and impact of sexual abuse as well as early pregnancies and marriages on girls' education. It was developed by UNHCR Geneva and is only available in French. Using this scenario will help understand how the INEE Minimum Standards can be used to support the design, monitoring and evaluation of protective and safe learning environments in emergencies, especially for girls. It is recommended that you use this in conjunction with the INEE Gender Task Team's other materials as well as the IASC Guidelines for Gender Based Violence Interventions in Humanitarian Settings.

   Safe School in Safe Territories
ISDR/UNICEF 2008
The document is aimed at authorities, teachers, technicians and co-operating institutions working on the issues of risk reduction in the educational sector. The document aims to prompt reflection on key elements that create a safe school: ensuring the integrity and quality of the physical infrastructure as well as structures that ensure the child's right to education in emergency situations.

   Safe Schools and Learning Environments: How to Prevent and Respond to Violence in Refugee Schools
UNHCR 2007
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.

   Safe Schools and Learning Environments: Key Steps and Actions to Remember and Suggested Activities and Indicators
UNHCR 2007
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 (pp. 36-37). There is also a matrix of suggested activities and indicators for programme officers (pp. 38-41), which articulates objectives related to safe schools and learning environments as well as corresponding expected outputs and performance targets.

   Safe Spaces
Save the Children 2003
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 politicisation of what is taught and in the way a teacher disciplines the students. Extracted from Save the Children's Education in Emergencies toolkit.

   Sample Code of Conduct for Teachers
INEE Minimum Standards Handbook, adapted from UNHCR Eritrea 2004
This code of conduct can be used as a model, which schools can adapt for local use.

   Sample Education Activity Monitoring Tool
UNICEF 2006
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. From UNICEF's Education in Emergencies Toolkit.

   Sample Emergency School Assessment
International Rescue Committee
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.

   Sample higher education plan in a conflict-affected country
UNESCO IIEP 2010
The sample higher education plan provides a framework for developing and analysing 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. Extracted from UNESCO IIEP's Guidebook for Planning Education in Emergencies and Reconstruction.

   Sample INEE Contextualization Workshop Materials
INEE 2015
This workshop package was delivered in Erbil, Kurdistan Region, Iraq in April 2015 for education stakeholders from across Iraq. The package includes two days regarding introduction to education in emergency and three days regarding the INEE Minimum Standards contextualization process. The materials include Power Points, handouts, and exercises, all in three languages: Arabic, Kurdish and English. For more information, please contact minimumstandards@ineesite.org.

   Sample INEE Contextualization Workshop Materials English
INEE 2015
This workshop package was delivered in Erbil, Kurdistan Region, Iraq in April 2015 for education stakeholders from across Iraq. The package includes two days regarding introduction to education in emergency and three days regarding the INEE Minimum Standards contextualization process. The materials include Power Points, handouts, and exercises, all in three languages: Arabic, Kurdish and English. For more information, please contact minimumstandards@ineesite.org.

   Sample Job Description for Education Programme Manager
International Rescue Committee
This sample terms of reference for an Education Programme Manager can be adapted for different organisations to suit particular needs and drawn up for posts that may have a slightly different focus. Utilisation of the INEE Minimum Standards should be written into the duties and responsibilities.

   Sample Job Description: Education Advisor
Save the Children 2003
This sample job description for an education advisor can be adapted for different organisations to suit particular needs and drawn up for different posts that may have a slightly different focus. Implementation of programs in line with the INEE Minimum Standards should be written into the duties and responsibilities. From Save the Children's Education in Emergencies toolkit.

   Sample Job Description: Education Officer
Save the Children 2003
This sample job description for an education officer can be adapted for different organisations to suit particular needs and drawn up for posts that may have a slightly different focus. Implementation of programs in line with the INEE Minimum Standards should be written into the duties and responsibilities. From Save the Children's Education in Emergencies toolkit.

   Sample Management Matrix
UNESCO IIEP 2010
The sample management matrix on page 147 provides a useful framework for understanding and analysing the function of different levels of the education bureaucracy regarding a given issue. 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. Extracted from UNESCO IIEP's Guidebook for Planning Education in Emergencies and Reconstruction.

   Sample Organizational Charts of Education Systems for Education in Emergencies
UNESCO IIEP 2010
The organisational charts (pp. 148-9) provide a lesson, from the context of Rwandan refugee camps in 1994, about the coordination and decision-making power of stakeholders, especially community members. From UNESCO IIEP's Guidebook for Planning Education in Emergencies and Reconstruction.

   Sample Teacher Workshop: Active Learning
Save the Children 2003
This sample teacher workshop on active learning provides a template for a two-day workshop, as part of in-service training, for 25 classroom teachers to teach them that children learn better when they are participants in the process. This template can be adapted for shorter or longer trainings, and used for different audiences. From Save the Children's Education in Emergencies toolkit.

   Sample Teacher Workshop: Large Class Size
Save the Children 2003
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. From Save the Children's Education in Emergencies Toolkit.

   Sample ToR for Emergency Education Consultant
International Rescue Committee
This sample terms of reference for an Emergency Education Consultant can be adapted for different organisations to suit particular needs and drawn up for posts that may have a slightly different focus. Utilisation of the INEE Minimum Standards should be written into the duties and responsibilities.

   Sample ToR for Programme Officer
International Rescue Committee 2004
This sample terms of reference for a programme officer to help build programme quality and effectiveness with specific responsibilities in monitoring, training, implementation, organisation, liaison with other sectors, procurement and facilitation can be adapted for different organisations to suit particular needs and drawn up for posts that may have a slightly different focus. Utilisation of the INEE Minimum Standards should be written into the duties and responsibilities.

   Sample ToR for Programme Specialist
International Rescue Committee 2004
This sample terms of reference for a programme specialist to help build programme quality and effectiveness with specific responsibilities for representation at a national level can be adapted for different organisations to suit particular needs and drawn up for posts that may have a slightly different focus. Utilisation of the INEE Minimum Standards should be written into the duties and responsibilities.

   Sample ToR for Regional Education Advisor
International Rescue Committee
This sample terms of reference for a Regional Education Advisor can be adapted for different organisations to suit particular needs and drawn up for posts that may have a slightly different focus. Knowledge of the INEE Minimum Standards should be written into the qualifications section and utilisation of the INEE Minimum Standards should be written into the duties and responsibilities.

   Sample ToR for Youth Club Officer
International Rescue Committee 2004
This sample terms of reference for a Youth Club Officer can be adapted for different organisations to suit particular needs and drawn up for posts that may have a slightly different focus. From IRC's 'Peer Groups for Refugee Adolescents: Lessons from Guinea and Tools for Starting Your Own.'

   Sara's Choice - A Collection of Stories and Poetry
UNESCO, UNHCR, UNICEF and INEE 2005
More than thirty stories and songs which are referred to in the TAB. Each story reflects a particular aspect of Peace Education or responds to particular needs in the community (for example: HIV/AIDS, gender equality, girls’ access to school.

   School based Deworming Interventions: An Overview
FRESH Tools for Effective School Health, UNESCO 2004
This tool summarizes why and how schools might go about providing deworming interventions.

   School Committees
Save the Children 2003
This section explains how school committees link the school to the community, making the community a partner in education programmes. It also provides guidance on responsibilities, membership, steps in setting up a committee, and potential risks to a school committee. From Save the Children's Education in Emergencies Toolkit.

   School Disaster Readiness - Lessons from the First Great Southern California ShakeOut
Risk RED 2009
The Great Southern California ShakeOut on November 13th, 2008 initiated the largest community-wide earthquake drill in U.S. history with 5.5 million participants including 80% of Southern California students in Kindergarten through 12th grades (4 million). This document reports on: background policies, procedures and safety measures in California Schools, preparedness survey findings in assessment and planning, physical and environmental risk reduction and response capacity development; post-drill survey findings on drill frequency, procedures and implementation of standard emergency management systems.

   School Disaster Reduction and Readiness Checklist
Risk RED 2010
This quick two-page checklist for school administrators and school disaster management committees provides 5 simple action steps: 1) Convene local school safety committee; 2) Assess & Plan; 3) Implement the plan; 4) Communicate and coordinate; 5) Hold regular drills.

   School Disaster Response Drills: Model and templates
Risk RED for Earthquake Country Alliance 2009
These templates guide schools in planning, conducting and evaluating full earthquake simulation drills. Forms include: Principals Survey for Emergency Assignments, Emergency Contacts and Emergency Supplies Letter to Parents, School Preparedness Self-Evaluation Checklist, Earthquake Drill Announcement Memo to Faculty & Staff including instructions and implementation forms, Incident Command Response Procedures & Duties, Responsibility Matrix, ICS/SEMS Post-Drill Self-Evaluation Forms, and Post-Drill Summary Evaluation.

   School Feeding Handbook
WFP
Within these guidelines, there is a School Feeding Monitoring and Analysis Tool.

   School Feeding Programme Indicators
WFP 2005
Pages 11-12 of this compendium of indicators contain output and outcome indicators for in-school feeding, school feeding take home rations and food for training, including literacy and numeracy programmes, which can be used for monitoring and evaluation.

   School Feeding Quality Standards for Programme Design and Implementation
WFP 2009
The World Food Programme (WFP) case studies within focus on implementation of school feeding programmes in Afghanistan, Brazil, El Salvador, Ethiopia, Kenya, Lao PDR, Malawi, Pakistan and Uganda. This guide lays out a number of practical tools and recommendations; among those is a list of standards and indicators for quality design and implementation of SFPs (p. 27). From WFP's 'Learning from Experience: Good Practices from 45 Years of School Feeding.'

   School Fees: A Roadblock to Education for All
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.

   School Safety
Arya, A., Padmanabhan, G. & Karanth, A., Government of India, Ministry of Home Affairs, National Dis
This is a handbook for administrators, education officers, emergency officials, school principals and teachers in developing a School Safety Program to create a safe learning environment for the children.

   School-based management.


   Section one notes on human rights based approach to programming in education.


   Seismic Retrofitting Quick Reference: School Facilities that Withstand Earthquakes
Ministry of Education, Culture, Sports, Science and Technology (MEXT), Japan 2006
This illustrated reference for school facilities planners and designers shows examples of seismic retrofitting of junior and senior high school buildings in two prefectures and their performance in earthquakes. Detailed examples of seismic retrofit In elementary and junior high school buildings are shown. This is highly relevant for architects and engineers and can also be appreciated by those who are not technical experts.

   Self-Care for Teachers
LSU Health Sciences 2005
This two-sided tri-fold brochure addresses the stressors that teachers face following Hurricanes in the US. It reviews common symptoms of distress after a disaster, what people can do to cope, what adults can do to help children to cope, and when people should seek more help.

   Short Orientations
INEE
These short orientations include: InterAction, a ½ day orientation that focused on inter-sectoral linkages; UNHCR, a ½ day orientation that focused on assessment and design of education programmes; Ethiopia, a ½ day orientation with a focus on gender issues; International Rescue Committee Staff, a 1 day orientation provided to IRC’s staff on the basics of the INEE Minimum Standards and IRC’s role and involvement in this network; and Uganda, a 1 day follow-up session that reviewed the INEE Minimum Standards, but focused primarily on implementing and institutionalising the INEE Minimum Standards.

   Simple Technology for Filtering and Disinfecting Water at School
FRESH Tools for Effective School Health, UNESCO 2004
This tool describes a simple method schools can use to disinfect water to make it safe for drinking and using in food preparation.

   Six Steps to Abolishing Primary School Fees
School Fee Abolition Initiative (SFAI), World Bank, UNESCO 2009
This guide is one of the main outputs of the School Fee Abolition Initiative (SFAI) launched by UNICEF and the World Bank in 2005. This document touches on ensuring leadership and participation from the start, assessing the situation, establishing priorities, estimating costs and identifying financing, planning for quality, strengthening school governance and accountability.

   Skills beyond school glossary.


   Skills beyond school: Education at a glance 2005: Glossary.


   So You Want to Consult with Children
Save the Children 2003
If you would like to involve children in discussions about issues that affect them but don’t know how to do it, then we hope that this toolkit will provide you with a lot of useful material for getting started. If you’ve already begun to involve children in policy or other discussions, we hope that you may find some useful ideas here to help you take this work forward. This toolkit is based upon the experience of Save the Children – the largest international children’s rights NGO – in helping to facilitate children’s meaningful participation in the process leading up to, and including, the 2002 UN General Assembly Special Session on Children.

   So you want to consult with children? A toolkit of good practice
International Save the Children Alliance 2003
This Toolkit was developed by the International Save the Children Alliance primarily for use by governments, international organizations and NGOs who seek to consult with children. It is designed to lead these groups in creating the type of participatory environment necessary for children to share their opinions and views in a meaningful way.

   Social Research Methods


   Social research methods.


   Social research methods. Oxford university press.


   Social-Emotional Learning Facilitator Training Guide
IRC Lebanon 2016
WHY LEARN SEL?
SEL provides children and adults with the tools to be well and succeed in life. SEL is particularly important for children who have faced severe adversity, including poverty, displacement, and violence. Experiencing adversity can affect children’s wellbeing and development. SEL has been shown to mitigate the effects of adversity, by providing children with the tools to focus, regulate their emotional responses, interact with others and cope with stress and challenges.

TRAINING OBJECTIVES
Upon completing the facilitator training, facilitators will be able to:
1) Understand the importance of social emotional learning for children affected by crisis
2) Use the social emotional learning tools effectively.
3) Design active and fun learning activities for students to build their social and emotional skills.
4) Develop social and emotional skills in children through active-learning strategies, modeling social and emotiona

   South Sudan "Skills for Life" Kit
UNESCO 2014
This tool contains Life Skills and Psychosocial Support teaching and learning materials for youth and children in emergencies. Developed by UNESCO on behalf of the Education Cluster and endorsed by South Sudan's Ministry of Education, Science and Technology, the kit includes a trainer guide, teacher guide, assessment and supplemental materials.

   South Sudan Minimum Standards for Education in Emergencies
Education Cluster South Sudan 2012
The INEE Minimum Standards global tool should be contextualised, or customised, to be relevant to a country’s local reality. In South Sudan, the commitment to contextualising the INEE Minimum Standards is reflected in the government’s Education Sector Strategic Plan 2012–2016, and in the South Sudan Education Cluster Workplan for 2012. The Education Cluster co-leads, Save the Children and UNICEF, convened a 3-day workshop during March 2012 to contextualise the standards, resulting in this document.

   Special educational needs: Code of practice.


   Sphere and INEE Companionship: A Partnership to Promote Quality and Accountability in Humanitarian Response
The Sphere Project and INEE 2010
This flyer acknowledges the partnership between the Sphere Project and INEE, and specifically includes the Sphere Project's recommendation that the INEE Minimum Standards be used as companion and complementing standards to the Humanitarian Charter and Minimum Standards in Disaster Response.

   Sphere Core Standard 1: People-centred humanitarian response
The Sphere Project 2011
The Sphere Humanitarian Charter and minimum standards are aimed at improving the quality of assistance provided to people affected by disasters and improving the accountability of states and humanitarian agencies. This common standard asserts that people’s capacity and strategies to survive with dignity are integral to the design and approach of humanitarian response.

   Sphere Core Standard 3: Assessment
The Sphere Project 2011
The Sphere Humanitarian Charter and Minimum Standards in Humanitarian Response are aimed at improving the quality of assistance provided to people affected by disasters and improving the accountability of states and humanitarian agencies. This core standard asserts the need for an initial assessment of the context, risks to life with dignity and the capacity of the affected people and relevant authorities to respond.

   Sphere Core Standard 4: Design and response
The Sphere Project 2011
The Sphere Humanitarian Charter and minimum standards are aimed at improving the quality of assistance provided to people affected by disasters and improving the accountability of states and humanitarian agencies. This common standard ensures that the humanitarian response meets the assessed needs of the disaster-affected population in relation to context, the risks faced, and the capacity of the affected people and state to cope and recover.

   Sphere Core Standard 5: Performance, transparency and learning
The Sphere Project 2011
The Sphere Humanitarian Charter and minimum standards are aimed at improving the quality of assistance provided to people affected by disasters and improving the accountability of states and humanitarian agencies. This common standard asserts the need the performance of humanitarian agencies to be continually examined and communicated to stakeholders; projects are adapted in response to performance.

   Sphere Core Standard 5: Performance, transparency, and learning
The Sphere Project 2011
The Sphere Humanitarian Charter and minimum standards are aimed at improving the quality of assistance provided to people affected by disasters and improving the accountability of states and humanitarian agencies. This common standard ensures that the performance of humanitarian agencies is continually examined and communicated to stakeholders; projects are adapted in response to performance.

   Sphere Essential Health Services - Mental Health Standard 1: Mental health
The Sphere Project 2011
The Sphere Humanitarian Charter and minimum standards are aimed at improving the quality of assistance provided to people affected by disasters and improving the accountability of states and humanitarian agencies. This standard asserts that people should have access to health services that prevent or reduce mental health problems and associated impaired functioning.

   Sphere Essential Health Services – Sexual and Reproductive Health Standard 2: HIV and AIDS
The Sphere Project 2011
The Sphere Humanitarian Charter and minimum standards are aimed at improving the quality of assistance provided to people affected by disasters and improving the accountability of states and humanitarian agencies. This standard articulates that people have access to the minimum set of HIV prevention, treatment, care and support services during disasters.

   Sphere Excreta Disposal Standard 2: Appropriate and adequate toilet facilities
The Sphere Project 2011
The Sphere Humanitarian Charter and minimum standards are aimed at improving the quality of assistance provided to people affected by disasters and improving the accountability of states and humanitarian agencies. This standard articulates the need for people to have adequate, appropriate and acceptable toilet facilities, sufficiently close to their dwellings, to allow rapid, safe and secure access at all times, day and night.

   Sphere Food Security - Food Transfers Standard 1: General nutrition requirements
The Sphere Project 2011
The Sphere Humanitarian Charter and minimum standards are aimed at improving the quality of assistance provided to people affected by disasters and improving the accountability of states and humanitarian agencies. This standard articulates the need to ensure the nutritional needs of the disaster-affected population, including those most at risk, are met.

   Sphere Food Security - Food Transfers Standard 3: Food quality and safety
The Sphere Project 2011
The Sphere Humanitarian Charter and minimum standards are aimed at improving the quality of assistance provided to people affected by disasters and improving the accountability of states and humanitarian agencies. This standard articulates the need for food distributed to be of appropriate quality and fit for human consumption and provides a series of indicators and guidance notes on how to achieve this standard.

   Sphere Food Security - Food Transfers Standard 6: Food use
The Sphere Project 2011
The Sphere Humanitarian Charter and minimum standards are aimed at improving the quality of assistance provided to people affected by disasters and improving the accountability of states and humanitarian agencies. This standard articulates the need for food to be stored, prepared and consumed in a safe and appropriate manner at the community level and provides a series of indicators and guidance notes on how to achieve this standard.

   Sphere Food Security and Nutrition Assessment Standard 1: Food security
The Sphere Project 2011
The Sphere Humanitarian Charter and minimum standards are aimed at improving the quality of assistance provided to people affected by disasters and improving the accountability of states and humanitarian agencies. This standard asserts that where people are at increased risk of food insecurity, assessments are conducted using accepted methods to understand the type, degree and extent of food insecurity, to identify those most affected and to define the most appropriate response.

   Sphere Food Security and Nutrition Assessment Standard 2: Nutrition
The Sphere Project 2011
The Sphere Humanitarian Charter and minimum standards are aimed at improving the quality of assistance provided to people affected by disasters and improving the accountability of states and humanitarian agencies. This standard asserts that where people are at increased risk of undernutrition, assessments are conducted using internationally accepted methods to understand the type, degree and extent of undernutrition and identify those most affected, those most at risk and the appropriate response.

   Sphere Food Security Standard 1: General food security
The Sphere Project 2011
The Sphere Humanitarian Charter and minimum standards are aimed at improving the quality of assistance provided to people affected by disasters and improving the accountability of states and humanitarian agencies. This standard asserts that people have a right to humanitarian food assistance that ensures their survival and upholds their dignity, and as far as possible prevents the erosion of their assets and builds resilience, and provides a series of indicators and guidance notes on how to achieve this standard.

   Sphere Guidelines for minimum water quantities and numbers of toilets at public places and institutions in disaster situations
The Sphere Project 2011
The Sphere Humanitarian Charter and minimum standards are aimed at improving the quality of assistance provided to people affected by disasters and improving the accountability of states and humanitarian agencies. The first chart provides planning guidelines for minimum water quantities for institutions and other uses, including schools, and the second chart provides planning guidelines for minimum numbers of toilets at schools: 1 toilet to 30 girls and 1 toilet to 60 boys.

   Sphere Humanitarian Charter
The Sphere Project 2011
The Sphere Humanitarian Charter is aimed at improving the quality of assistance provided to people affected by disasters and improving the accountability of states and humanitarian agencies.

   Sphere Hygiene Promotion Standard 1: Hygiene promotion implementation
The Sphere Project 2011
The Sphere Humanitarian Charter and minimum standards are aimed at improving the quality of assistance provided to people affected by disasters and improving the accountability of states and humanitarian agencies. This standard articulates the need for affected men, women and children of all ages to be aware of key public health risks and to be mobilised to adopt measures to prevent the deterioration in hygienic conditions and to use and maintain the
facilities provided.

   Sphere Hygiene Promotion Standard 2: Personal hygiene
The Sphere Project 2011
The Sphere Humanitarian Charter and minimum standards are aimed at improving the quality of assistance provided to people affected by disasters and improving the accountability of states and humanitarian agencies. This standard articulates the need for each disaster-affected household to have access to sufficient soap and other items to ensure personal hygiene, health and well-being and provides a series of indicators and guidance notes on how to achieve this standard, including specific amounts of bathing and laundry soap, sanitary materials for menstruation and washable nappies or diapers for infants.

   Sphere Shelter and Settlement Standard 1: Strategic planning
The Sphere Project 2011
The Sphere Humanitarian Charter and minimum standards are aimed at improving the quality of assistance provided to people affected by disasters and improving the accountability of states and humanitarian agencies. This standard articulates the need to prioritize safe shelter and settlement solutions through the return of disaster–affected households, and provides a series of indicators and guidance notes on how to achieve this standard, including an indicator on the availability of schools.

   Sphere Shelter and Settlement Standard 2: Settlement planning
The Sphere Project 2011
The Sphere Humanitarian Charter and minimum standards are aimed at improving the quality of assistance provided to people affected by disasters and improving the accountability of states and humanitarian agencies. This standard articulates that the planning of return, host or temporary communal settlements should enable the safe and secure use of accommodation and essential services by the affected population.

   Sphere Shelter and Settlement Standard 3: Covered living space
The Sphere Project 2011
The Sphere Humanitarian Charter and minimum standards are aimed at improving the quality of assistance provided to people affected by disasters and improving the accountability of states and humanitarian agencies. This standard articulates the need people to have sufficient covered living space providing thermal comfort, fresh air and protection from the climate, ensuring their privacy, safety and health and enabling essential household and livelihood activities to be undertaken.

   Sphere Shelter and Settlement Standard 4: Construction
The Sphere Project 2011
The Sphere Humanitarian Charter and minimum standards are aimed at improving the quality of assistance provided to people affected by disasters and improving the accountability of states and humanitarian agencies. This standard asserts the need for local safe building practices, materials, expertise and capacities to be used where appropriate, maximising the involvement of the affected population and local livelihood opportunities.

   Sphere Water Supply Standard 1: Access and water quality
The Sphere Project 2011
The Sphere Humanitarian Charter and minimum standards are aimed at improving the quality of assistance provided to people affected by disasters and improving the accountability of states and humanitarian agencies. This standard articulates the need for safe and equitable access to a sufficient quantity of water for drinking, cooking, and personal and domestic hygiene. It also articulates the need for public water points sufficiently close to households to enable use of the minimum water requirement, and provides a series of indicators and guidance notes on how to achieve this standard.

   Sports Field Measurement
Save the Children 2003
This tool provides measurements and a diagram for a football pitch and volleyball court. Extracted from Save the Children's Education in Emergencies Toolkit.

   Staffing: Building a Team and Supporting Staff
Save the Children 2003
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. From Save the Children's Education in Emergencies toolkit.

   Standards Put to the Test: Implementing the INEE Minimum Standards for Education in Emergencies, Chronic Crises and Early Reconstruction
Humanitarian Practice Network Paper 2007
This paper presents education as an essential humanitarian activity and the INEE Minimum Standards as a tool for quality and accountability within those interventions. It draws upon the preliminary implementation experience of the Minimum Standards, particularly from case study evaluations carried out in Darfur, Uganda and Pakistan.

   Starting My Own Small Business
UNESCO 2006
This tool is a prototype modular training package in entrepreneurship to provide supplementary information to youth in TVET programs. It helps youth understand business, develop skills, mobilise resources and branch out on their own.

   Starting Up Child Centered Spaces in Emergencies: A Field Manual
Christian Children's Fund 2008
This tool is aimed at NGO/UN programme staff working in Child-Centered/Friendly Spaces, MOE or other ministries working with infants/pre-school aged children and their communities. It offers practical guidance on setting up Child Centered Spaces in emergency settings.

   Steps to Becoming an Inclusive Learning-Friendly Environment
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.

   Steps Towards Learning: A Guide to Overcoming Language Barriers in Children's Education
Pinnock, H., Save the Children UK 2009
This guide summarises the difficulties that children experience with unfamiliar school language. It offers evidence, arguments and practical steps to help stop language preventing children from learning. The guide is intended to be useful to anyone involved in education where children do not use the language of school at home. It should be especially useful to local, district and provincial education officials, as well as school principals, teachers, and education project or programme NGO staff.

   Stolen Futures The reintegration of children affected by armed conflict
Save the Children UK 2007
The international community now has a key opportunity to assess how it can better protect children from the negative impacts of armed conflict, and how it can enhance children’s participation in building lasting peace. To this end, we undertook an analysis of our programmes that deal with reintegration of children who have been associated with armed forces and groups, looking at out comes and impact. This paper is a result of that research and analysis. It describes the key issues identified by Save the Children agencies and our partners, using direct quotes from children and their communities where possible. Our aim is to outline some of the main findings regarding the reintegration of these children into civilian life and to identify the major challenges the international community still faces as we strive towards more effective programming for and with children affected by armed conflict.

   Strategic Plan for the INEE Working Group on Minimum Standards and Network Tools (2013-¬2015)
INEE 2013
The 2013-2015 Strategic Plan for the INEE Working Group on Minimum Standards and Network Tools provides a guiding framework and general direction for the priorities, initiatives and work- planning around the INEE Minimum Standards and network tools. It is in line with INEE’s long-standing vision, mission, guiding principles and values and complements the overall INEE Strategic Plan.

   Strategies for Girls' Education
UNICEF 2004
This tool is a short, basic guide that includes strategies for both inside or outside the classroom proven to increase school attendance and completion by girls. Each promotes in its own way the model of a school that seeks to ensure effective learning in safe, healthy gender sensitive and child-centred environments. Includes a case study of Darfur.

   Strategies for Interagency Coordination within an Education Cluster
INEE 2006
This tool, created by the INEE Working Group on Minimum Standards, provides a checklist of suggested actions for utilizing the INEE Minimum Standards to strengthen inter-agency coordination within an education cluster, covering coordination, assessment, awareness and dissemination, and programming and reporting.

   Structure of the Education System
UNESCO IIEP 2010
The sample management matrix on p. 147 of this chapter provides a useful framework for understanding and analysing the function of different levels of the education bureaucracy regarding a given issue. In addition, the organisational charts on pp. 148-9 provide a lesson about the need for a participatory approach to coordination and decision-making power of stakeholders, especially community members. Extracted from UNESCO IIEP's Guidebook for Planning Education in Emergencies and Reconstruction.

   Study on Governance Challenges for Education in Fragile Situations: Study Synthesis Report
Eurotrends 2009
The purpose of this study was to better understand key governance challenges facing education in different fragile situations, and highlight implications and make recommendations for external support to the education sector. The case studies - Aceh (Indonesia), Cambodia, Democratic Republic of Congo, Haiti, Lebanon, Liberia, Somalia and Southern Sudan were selected to provide a range of fragility and post-fragility contexts.

   Suggested Policy Guidelines for an Integrated Approach to Skills and Values Development
UNESCO IIEP 2010
The tool on page 133 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. Extracted from UNESCO IIEP's Guidebook for Planning Education in Emergencies and Reconstruction.

   Summary of EFA Global Monitoring Report 2009
Women's Refugee Commission 2009
This resource, which targets policymakers, provides a summary of the 2009 EFA Global Monitoring Report. This Report outlines how governments around the world have failed to tackle deep and persistent inequalities in education and in consigning millions of children to lives of poverty and diminished opportunity.

   Summary of Key Findings from the Analysis Report: Measuring the Implementation and Impact of the INEE Minimum Standards
INEE 2007
This is a summary of a report by researchers from InterWorks, Columbia University and The George Washington University of an analysis of INEE members\' awareness, utilisation, institutionalisation of the standards, and ultimately the impact that the standards have had on improving the quality of education in emergencies, chronic crises and early reconstruction. It can be used as an advocacy tool, disseminated to colleagues within your organisation to inform others about and promote the standards and externally to partners, donors, other networks, etc.

   Supervisory and Classroom Management Instrument
Academy for Educational Development 2002
This tool can be adapted for local context and used for assessing teachers' supervisory and classroom management.

   Supplies: Types of Supplies, Selection, Procurement and Distribution
Save the Children 2003
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. From Save the Children's Education in Emergencies toolkit.

   Supporting Learners with Disabilities Poster
INEE 2010
This poster can be used as a promotional tool for the INEE Pocket Guide to Supporting Learners with Disabilities.

   Talking Points: Education in Emergencies, INEE and the INEE Minimum Standards
INEE 2010
This is a series of talking points about education in emergencies, the formation and structure of INEE, and the development and implementation of the INEE Minimum Standards.

   Talking Points: INEE Conflict Senstive Education Pack
INEE 2013
INEE has developed the following documents to support promotional efforts of the INEE Conflict Sensitive Education Pack: PowerPoint on INEE CSE Pack and Talking Points on INEE CSE Pack. These two documents highlight the need to focus on conflict sensitive education, what conflict sensitive education is, strategies for conflict sensitive education and resources available for conflict sensitive education.

   Tapping the Potential of Displaced Youth: Guidance for Nonformal Education and Livelihoods Development Policy and Practice
Women's Refugee Commission 2011
Displaced youth have historically fallen through the cracks of humanitarian services and programming. This report synthesizes findings and recommendations from a multi-year (2008–2011), multi-country research and advocacy project, the Displaced Youth Initiative. The report offers guidance on enhancing nonformal education and livelihoods development opportunities for displaced youth.

   Teacher Activity Book
UNESCO, UNHCR, UNICEF and INEE 2005
The Teacher Activity Book (TAB) is the teacher’s main resource. It has a lesson-by-lesson curriculum for formal schooling, structured according to the children’s cognitive and emotional development. Each teacher working in the programme needs his or her own copy of the kit.

   Teacher Activity Book of Secondary Modules
UNESCO, UNHCR, UNICEF and INEE 2005
A supplement to the Teacher Activity Book (TAB), these secondary modules are designed primarily for those students who have undertaken the Peace Education programme in Primary School.

   Teacher Assessment Questionnaire
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 Crisis in Zimbabwe
INEE
This is a new session that was developed for the context of Zimbabwe. Save the Children led an assessment that indicated a decrease in the number of teachers reporting to work, thereby depriving many children of education. According to the assessment, the food crisis, coupled with high inflation were some of the causes of teachers leaving the education profession. Their low salaries as teachers did not provide their families enough to survive in the current situation. The session therefore focuses on designing a response to the teacher crisis.

   Teacher Education in Sub-Saharan Africa (TESSA)
The Open University, Faculty of Education and Language Studies 2007
This tool provides practical guidance for teachers on instruction and assessment, including how to manage large classes, using the community as a resource, and being a resourceful teacher in challenging circumstances.

   Teacher Education Programme (TEP) Supervisors Manual
NRC 2004
This short supervisor's manual contains a series of guidelines and directives for supervising, mentoring and supporting teachers, drawn from NRC's experience in Angola.

   Teacher Guide: Basic Literacy, Numeracy and Themes for Everyday Living
NRC by agreement with UNESCO-PEER 2000
This tool is particularly useful for teacher trainers and primary school teachers, both formal and non-formal education programs (including CFS and ECD) but most useful for teaching English language. It provides very practical lessons that can be adapted to a variety of contexts.

   Teacher Motivation, Compensation and Working Conditions
UNESCO IIEP 2010
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 ongoing system of educator payment. It contains a matrix (pp. 43-45) with ideas for how NGOs can support government schools, including compensating teachers. 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. Extracted from UNESCO IIEP's Guidebook for Education Planning in Emergencies and Reconstruction.

   Teacher Professional Development COVER


   Teacher Professional Learning and Development
International Academy of Education 2008
This particular booklet is based on a synthesis of research evidence produced for the New Zealand Ministry of Education’s Iterative Best Evidence Synthesis (BES) Programme, which is designed to be a catalyst for systemic improvement and sustainable development in education.

   Teacher Training  
Save the Children 2003
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. From Save the Children's Education in Emergencies toolkit.

   Teacher Training Manual - 1
UNESCO, UNHCR, UNICEF and INEE 2005
The three (3) Teacher Training Manuals introduce teachers to the psychology of the course, curriculum theory, and the rights-based approach and specifics of teaching the Peace Education Programme.

   Teacher Training Manual - 2
UNESCO, UNHCR, UNICEF and INEE 2005
The three (3) Teacher Training Manuals introduce teachers to the psychology of the course, curriculum theory, and the rights-based approach and specifics of teaching the Peace Education Programme.

   Teacher Training Manual - 3
UNESCO, UNHCR, UNICEF and INEE 2005
The three (3) Teacher Training Manuals introduce teachers to the psychology of the course, curriculum theory, and the rights-based approach and specifics of teaching the Peace Education Programme.

   Teacher Training: Psychosocial Support
NRC 2005
This module looks at the role of schools and teachers in understanding and responding to the psychosocial needs of traumatised children. This includes information on guidance and counseling of children.

   Teacher Training: Teaching and Learning Methods
UNESCO IIEP 2010
This chapter articulates a series of strategies and guidance notes for teacher training, teaching and learning methods (pp. 79-96) 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 (pp. 96-99). Extracted from UNESCO IIEP's Guidebook for Planning Education in Emergencies and Reconstruction.

   Teaching
Brophy, J., International Academy of Education, International Bureau of Education, UNESCO 1999
This booklet, part of the Educational Practices Series, 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.

   Teaching Children with Disabilities in Inclusive Settings
UNESCO 2009
This tool offers general background on benefits and need to establish inclusive settings for all children with a focus on children with disabilities. Guidance is provided for classroom level interventions.

   Teaching History after Identity-Based Conflicts: The Rwanda Experience
Freedman, S.W., H.M. Weinstein, K. Murphy, T. Longman, Comparative Education Review, Vol. 52, No. 4 2008
This case study discusses the politics of teaching history in post-genocide Rwanda and highlights lesson on the complexity of eaching history in post-conflict contexts. It also illustrates the relationship between political objectives and history.

   Technical and Vocational Education and Training for the Twenty-First Century
UNESCO and ILO 2002
This tool contains formal recommendations from two leading agencies focusing on youth and TVET. The document highlights the importance of providing opportunities for all youth, especially those who have fallen or are outside of formal education systems. The document raises intersections and the importance of linking education and training to prepare youth to be actively engaged in social and economic communities.

   Technical Notes: Special Considerations for Programming in Unstable Situations
UNICEF 2000
Chapter 9 of UNICEF's 'Technical Notes: Special Considerations for Programming in Unstable Situations' focuses on Early Childhood Development and Protection. It discusses the basic principles and rationale for ECD programmes, identifying needs and developing appropriate interventions.

   Temporary Learning Spaces, including Specifications for School Tents
UNICEF 2006
This section articulates key things to remember when selecting and planning a safe and secure site; the main principles of Child Friendly Spaces, including key educational activities in operationalising them; and key criteria to ensure that water and sanitation needs are met in temporary learning spaces. Pages 42-44 detail the specifications for school tents. From UNICEF's Education in Emergencies Resource Tool Kit.

   Ten Standards for A Rights-Based and Child-Friendly School
UNHCR 2007
This brief lays out ten standards for creating a rights-based, inclusive and child friendly school.

   Terminology
INEE 2010
This tool contains terms that are considered to be of help when working with the INEE Minimum Standards, including the standards on Teaching and Learning explored in these Guidance Notes. They are also useful in conjunction with other INEE material. Common understanding and use of terms is ideal, however, governments, organisations, and communities may use terms in different ways. This list is meant for guidance and does not represent an authoritative document on behalf of any group.

   Terminology on disaster risk reduction.


   Test


   Test Document


   testing


   Textbooks, Educational Materials & Teaching Aids
UNESCO IIEP 2010
This chapter contains a series of strategies and guidance notes for providing quality, relevant textbooks, educational materials and teaching aids (pp. 182-94), a list of emergency, interim and development options for decision-making on learning materials (p. 195) and a matrix outlining the advantages and disadvantages of education kits (pp.196-7). Extracted from UNESCO IIEP's Guidebook for Planning Education in Emergencies and Reconstruction.

   Textbooks, Educational Materials and Teaching Aids
UNESCO IIEP 2010
This chapter contains a series of strategies and guidance notes for providing quality, relevant textbooks, educational materials and teaching aids (pp. 182-94), a list of emergency, interim and development options for decision-making on learning materials (p. 195) and a matrix outlining the advantages and disadvantages of education kits (p. 196-7). Extracted from UNESCO IIEP's Guidebook for Planning Education in Emergencies and Reconstruction.

   The 'Education that Protects' project: The 'Education and Fragility Barometer': An early warning tool to aid conflict prevention
Save the Children UK 2007
Save the Children's "Barometer" offers a working tool to allow fragility comparisons to be made in schools and in countries at local, national, regional and even global levels. The indicators contained within can be used to inform an education sector plan or school development process. While the indicators need to be adapted to various contexts, certain key approaches, such as incorporating child and community participation, can and should be mainstreamed throughout.

   The 'immediately, sooner, later' Matrix of Response
Nicolai, S. and Triplehorn, C., Humanitarian Practice Network Paper 2003
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 coordinate preparedness as well as response. Extracted from 'The role of education in protecting children in conflict' in the Humanitarian Practice Network Paper.

   The Brightest Hope: Essays from Around the World on the Importance of Education in Times of Crisis
INEE 2015
This essay booklet, the product of Education in Emergencies Essay Contest, was designed to increase awareness of the necessity and benefit of providing education in times of crisis, and to elevate the voices of those whose education has been affected by emergencies.

   The Children's Resilience Programme: Facilitator Handbook 1
Save the Children 2012
The Children’s Resilience Programme: Psychosocial support in and out of school was developed in 2010 by Save the Children Denmark and the Psychosocial Centre of the International Federation of Red Cross and Red Crescent Societies. The programme is a nonclinical psychosocial and protection methodology that focuses on children’s positive coping and resilience. The Child Resilience Programme comprises 8-16 structured workshops for children 10-16 years old. The same 1-2 facilitators conduct the activities once or twice a week, for the same group of children. The programme can be implemented for children in and out of school, e.g. during or after disasters, in situations of armed conflict, for children affected by HIV, or as part of preventative social work.

The Facilitator handbook 1: Getting Started consists of an introduction to the Children’s Resilience Programme, the first 5 workshops for the children, three additional workshops and two options to use to end a workshop t

   The Children's Resilience Programme: Facilitator Handbook 2
Save the Children 2012
The Children’s Resilience Programme: Psychosocial support in and out of school was developed in 2010 by Save the Children Denmark and the Psychosocial Centre of the International Federation of Red Cross and Red Crescent Societies. The programme is a nonclinical psychosocial and protection methodology that focuses on children’s positive coping and resilience. The Child Resilience Programme comprises 8-16 structured workshops for children 10-16 years old. The same 1-2 facilitators conduct the activities once or twice a week, for the same group of children. The programme can be implemented for children in and out of school, e.g. during or after disasters, in situations of armed conflict, for children affected by HIV, or as part of preventative social work.

The Facilitator handbook 2: Workshop tracks consists of four workshop tracks that are concerned with Protection against abuse and exploitation, Children affected by armed conflict, Children affected by disaster and Childr

   The Children's Resilience Programme: Understanding Children's Wellbeing
Save the Children 2012
The booklet Understanding Children’s Wellbeing provides an introduction to psychosocial support, child protection and children’s reactions to difficult events. It is written for the people likely to be involved in a Children’s Resilience Programme, including programme managers, field coordinators and facilitators, volunteers, teachers, parents and caregivers.

   The Children’s Resilience Programme: Programme Manager's Handbook
Save the Children 2009
The Programme manager’s handbook guides programme managers on how to plan, implement and evaluate Children’s Resilience Programmes.

   The Creation and Development of the Global IASC Education Cluster
Allison Anderson and Marian Hodgkin 2010
This paper was prepared as a background document for the Education for All Global Monitoring Report 2011 - The Hidden Crisis: Armed Conflict and Education.

   The Education Cluster and INEE: Achieving Quality Education in Emergencies Through a Strategic Partnership
INEE 2012
This two-page document summarizes the key points of coordination between the work of INEE and The Global Education Cluster, explaining both overlap and differences. Some examples include: strategic planning, advocacy, shared programmatic tools and resources, and capacity development.

   The Education Cluster and INEE: Achieving Quality EiE Through a Strategic Partnership
INEE 2012
This two-page document summarizes the key points of coordination between the work of INEE and The Global Education Cluster, explaining both overlap and differences. Some examples include: strategic planning, advocacy, shared programmatic tools and resources, and capacity development.

   The EFA-FTI Modality Guidelines
EFA Fast Track Initiative 2008
The purpose of this guide is to assist local education groups in deciding how to choose the most suitable funding modality to support education sector plan objectives in a given country, as well as to support the decision-making process regarding the choice of supervising entity for the funding.

   The Evaluation of Conflict Resolution Interventions Part I: Framing the State of Play
Church, C. and Shouldice, J. 2002
INCORE has undertaken a pilot project seeking to examine the current state and utilisation of evaluation in conflict resolution interventions. The first part of the project consisted of a literature review, calls for information and a series of field interviews. That research resulted in the publication of this document. The second phase involved convening an international working group to begin addressing the questions and challenges of conflict resolution evaluation.

   The Evaluation of Conflict Resolution Interventions Part II: Emerging Practice and Theory
Church, C. and Shouldice, J. 2003
This paper seeks to summarise thinking on a number of the challenges that have been encountered by conflict resolution evaluators in the hopes of enhancing evaluation practice and therefore its potential contribution to this field.

   The Five Phases of Participatory Early Childhood Development Policy Planning
Vargas-Barón, E. (ADEA, UNICEF, UNESCO) 2005
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. From 'Planning Policies for Early Childhood Development: Guidelines for Action.'

   The Future is Now Education for Children in Countries Affected by Conflict
Save the Children 2010
This report, which is beneficial to researchers, practitioners, policymakers,and government officials, illustrates a number of challenges faced in conflict affected fragile states in terms of the provision of education. In addition to other areas, issues related to quality education represent a major challenge in the provision of education. Chapter 2 (pp. 17-23) provides guidance on how to improve school quality.

   The Future is Now: Education For Children In Countries Affected By Conflict
Save the Children 2010
Great strides have been made in reducing the number of primary-aged children who are not in school. Between 2006 and 2010, the global figure went down from 115 million to 72 million – an impressive achievement. But an increasing proportion of those children who remain out of school – 39 million (more than half) – live in conflict affected fragile states (CAFS), where providing education is more difficult and more expensive – but vital. This paper documents the importance of children in conflict to receive education.

   The Impact of Women Teachers on Girls Education
UNESCO Bangkok 2006
This Advocacy Brief presents arguments for the positive impact women teachers have on education, and girls' education in particular, and articulates a series of specific strategies (pp. 4-6) for recruitment; for women-centered, professional development; and for policy development.

   The importance of caregiver-child interactions for the survival and healthy development of young children
World Health Organization 2004
This resource focuses on the importance of caregiver-child interactions.

   The INEE Minimum Standards and Inclusion of Children with Disabilities
Brooks, D. 2006
This article examines the ways in which the INEE Minimum Standards and other resources can assist practitioners in the design, development and implementation of emergency education programs that integrate the special education needs of all children.

   The INEE Minimum Standards’ Linkages to the Sphere Minimum Standards
INEE 2013
Coordination and collaboration between education and other humanitarian sectors is essential to ensure an effective response that addresses the rights and needs of all learners. This document highlights the relationships between the INEE Minimum Standards for Education: Preparedness, Response, Recovery and the Sphere Minimum Standards in Humanitarian Response in order to provide a cohesive outline of an integrated, multi-sectoral response.

   The IRC's Psychosocial Teacher Training Guide
International Rescue Committee 2004
The IRC hopes to help prepare teachers in communities affected by conflict to meet the developmental and emotional needs of children. This short guide is designed to help prepare and motivate teachers for the challenges of such classrooms with simple advice, basic awareness-raising of the emotional needs and reactions of children, and strategies to help reach all children in the classroom.

   The Joint Education Needs Assessment Toolkit
IASC Global Education Cluster 2010
This Toolkit aims to guide national Education Clusters, or other education sector working groups, in the collective design and application of an education needs assessment to generate reliable, comprehensive and timely information to inform effective inter-agency emergency education responses.

   The joint education needs assessment toolkit.


   The Joy of Learning: Participatory lesson plans on hygiene, sanitation, water, health and the environment
IRC International Water and Sanitation Centre 2005
This resource is a guide for teachers and others who want to design participatory learning activities on hygiene and sanitation as part of, or in addition to, their school curriculum or in work with other children aged 2 to 14. Online at www.irc.nl/page/26444.

   The Livelihoods and Economic Strengthening Task Force. (2011). The impacts of economic strengthening programs on children.


   The Minimum Economic Recovery Standards
SEEP 2010
The Minimum Economic Recovery Standards articulate the minimum level of technical and other assistance to be provided in promoting the recovery of economies and livelihoods.

   The National Child Participation Guide for Uganda
Ministry of Gender, Labour and Social Development, Uganda 2009
This guide encourages a safe environment that promotes the participation of children in the family, community, and institutions. It is designed specifically for those working with such institutions and organisations (schools, health care facilities, legal institutions, probation and welfare institutions, local councils, community based organisations) and the media.

   The Paris Declaration on Aid Effectiveness
OECD 2005
The Paris Declaration on Aid Effectiveness is an historic agreement to improve the quality of aid, signed in Paris in 2005 by more than 100 donors, developing countries and NGOs. The declaration's commitments and targets reflect the lessons donors and partner countries have learnt about how to make aid more effective in reducing poverty.

   The Present is Local, the Future is Global? Reconciling Current and Future Livelhood Strategies in the Education of Congolese Refugees in Uganda
Dryden-Peterson, S. 2006
This case study provides insight into good practices in ensuring a smooth transition towards independence and engagement by children and youth in displacement.

   The Psychosocial Care and Protection of Children in Emergencies: Teacher Training Manual
UNICEF 2009
This tool provides guidance to MOE policymakers and technical staff, NGO/UN staff and Teacher Training Institutes on very practical steps to take to support children affected by crisis. It contains links to other resources. It is best for immediate/acute crises and continuing through recovery and preparation, and targets primary school-aged children with some reference to youth.

   The Right to Learn: Community participation in improving learning
Save the Children 2013
The past decade has witnessed unprecedented progress with millions more children in school.
But alongside this progress there is a new growing crisis – a learning crisis – with millions of children
unable to read, write or calculate. The world must now assess the considerable work that remains
to be done to ensure all children are both in school and learning. As The Right to Learn shows, a key factor in overcoming the crisis is the engagement and action of parents and local communities to demand improvements in their children’s schools and learning outcomes. Drawing on contributions from five organisations: UWEZO in East Africa, Equal Education in South Africa, Ação Educativa in Brazil, ASER in India and ASER in Pakistan, this report showcases their work. It highlights effective approaches to empower parents and communities to demand change in the face of poor quality schooling and poor learning outcomes.

   The role of education in protecting children in conflict
Nicolai, S. and Triplehorn, C. 2003
This paper explores the links between education and the wider protection needs of the children it assists. Of particular note is table 2 (p. 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 such protection corresponds to.

   The Short Guide to Rapid Joint Education Needs Assessments
IASC Global Education Cluster 2010
This Short Guide provides guidance for planning and conducting a rapid, multi-sectoral or joint education needs assessment. It distills the critical information from the comprehensive Toolkit and references the more immediate needs with links to sections that provide additional guidance and details.

   The Sphere Project's Humanitarian Charter and Minimum Standards in Humanitarian Response
The Sphere Project 2011
The Sphere Humanitarian Charter and Minimum Standards are aimed at improving the quality of assistance provided to people affected by disasters and improving the accountability of states and humanitarian agencies.

   The Spider Tool: A self assessment and planning tool for child led initiatives and organizations
Feinstein, C. and O'Kane, C., Save the Children 2005
This Spider Tool helps children, young people and adults assess children's initiatives and organisations, assess what they are trying to achieve, what they feel they are good at and areas they feel should be improved, reflect upon the learning process, and use their assessments to plan changes and action to improve their organisation and their collective efforts. It can be adapted for use with children involved in education committees, peer groups and other educational groups.

   The Textbook Writer's Manual
Gachukia, E. and Chung, F., UNESCO 2005
This is a guide for MOE curriculum and learning material developers, Teacher Training staff, Policymakers, and UN/NGO staff needing an overview. It provides guidance on what areas and issues to consider in the developmet of textbooks and helps inform education policy. It provides a broad picture of educational needs and the sections are relevant for both formal and NFE. Important sections include training materials: teaching methodologies on pp. 30-37, assessment on pp. 16-24, 42-48.

   The transition of youth from school to work: Issues and policies
UNESCO 2000
This tool is an international review of issues and programmes concerning transition from school to work and how vocational and technical education can facilitate this transition. It includes country-specific papers (Kenya, Korea, South Africa) as well as regional contributions from Latin America and OECD countries.

   The Transition of Youth From School to Work: Policies and Practices
UNESCO 2000
This tool is an international review of issues and programmes concerning transition from school to work and how vocational and technical education can facilitate this transition. It includes country-specific papers (Kenya, Korea, South Africa) as well as regional contributions from Latin America and OECD countries.

   The Two Faces of Education in Ethnic Conflict, Towards a Peacebuilidng Education for Children
Bush, K.D. and Saltarelli, D. (eds), UNICEF/Innocenti Research Cente 2000
This report is for practitioners, educational specialists, MOEs and INGO/NGOs and provides a clear illustration on how education impacts ethnic conflict, postive and negative. Chapters 2 (pp.9-21) and 3 (pp.23-31) are most relevant and Chapter 4 (pp.33-35) contains a good summary of the case study.

   The Two Faces of Education in Ethnic Conflict: Towards a Peace building Education for Children
UNICEF 2001
This paper challenges the assumption that education is inevitably a force for good. While the provision of good quality education can be a stabilizing factor, this paper shows how educational systems can be manipulated to drive a wedge between people, rather than drawing them closer together. The report begins by describing the nature of today’s armed conflicts, with virtually every conflict of recent years fought within, rather than between, nations, and describes the two very different faces of education. The negative face shows itself in the uneven distribution of education to create or preserve privilege, the use of education as a weapon of cultural repression, and the production or doctoring of textbooks to promote intolerance. The positive face goes beyond the provision of education for peace programs, reflecting the cumulative benefits of the provision of good quality education.

   The UNHCR Tool for Participatory Assessment in Operations
UNHCR 2006
This tool contains a number of useful assessment tools, including a list of potential protection risks (Annex 1); guidance on communicating with children during an assessment (Annex 2); a list of themes, including education, and sample questions on protection risks (Annex 3); a sample systematisation form for recording education assessment findings (Annex 4a); and a sample matrix for recording meetings during a participatory education assessment (Annex 6a).

   The Unique Needs of Children in Emergencies: A Guide for the Inclusion of Children in Emergency Operations Plans
Save the Children 2007
This Guide is intended for personnel responsible for the development and maintenance of a community's emergency operations plan (EOP) in local emergency management agencies. It seeks to drive the active planning process and guide the creation of Children in Emergencies supplemental documents to EOPs.

   Thematic paper on MDG2: Achieve universal primary education.


   Thinking and Building Peace Through Innovative Textbook Design
Georgescu, D. and Bernard, J., UNESCO 2007
This report provides INGOs, NGOs, policy makers, MOEs and curriculum writers with recommendations and guidelines on creating textbooks that promote peace education. Pages 21-24 are most relevant in terms of recommendations.

   this


   Three Steps to Conflict Sensitive Education
INEE 2015
This INEE infographic highlights and explains the three steps to conflict sensitive education. The three steps include understanding the conflict context, analyzing the two-way interaction between the conflict context and the education programmes, and acting to minimize negative impacts and maximize positive impacts of education policies on conflict.

   Tips for Successful Policy Planning
Vargas-Barón, E. (ADEA, UNICEF, UNESCO) 2005
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. From 'Planning Policies for Early Childhood Development: Guidelines for Action.'

   Tips on How to Manage a Large Class
Pasigna, A.L., IEQ Project, Institute for International Research 1997
This booklet provides practical advice and suggestions for managing a large class and for organizing remedial and enrichment activities, including helpful drawings, and can be used in training teachers and other education personnel.

   Tolerance: the threshold of peace, a teaching/learning guide for education for peace, human rights and democracy
UNESCO 1994
This tool provides theoretical guidance to MOE technical staff and NGO/UN and provides some examples of activities that may be relevant by grade level. The Values Education Framework (Section 4) is of particular interest. The document follows the educational cycle from early childhood through secondary education and is more relevant for chronic or longer-term interventions rather than emergency or immediate.

   Toolkit for Assessing and Promoting Equity in the Classroom
Creative Associates International 2003
This is a reference of tools and items to use to assess social, environment, and psychosocial, but not cognitive, development. It is best for assessment in medium-term or longer-term plans because it depends on an existing infrastructure. The tool targets direct service providers in schools, project managers or district officials within ministry, local education and district councils. The following sections and pages are of particular interest: School equity profile tool (p. 14), Teacher/Learner classroom interaction tool (p. 55), Child profile tool (pp. 23-25), Textbook equity assessment (pp. 73-77).

   Toolkit for Mainstreaming HIV and AIDS in the Education Sector: Guidelines for Development Cooperation Agencies
UNAIDS IATT on Education 2008
This Toolkit targets education staff from development cooperation agencies, including both development and humanitarian-oriented multilateral and bilateral agencies as well as NGOs and other civil society organizations. The content seeks to support this target audience to mainstream HIV and AIDS into education sector planning and implementation.

   Toolkit for Promoting Gender Equality in Education
UNESCO 2009
The GENIA Toolkit is a collection of resources for use by gender focal points and education planners and implementers to promote gender equality and mainstream gender in the education system. Particularly relevant tools include: Toolkit 10 (p.53) Developing Gender-Responsive Curriculum and Teaching/Learning Materials; Toolkit 12 (p. 58) A Gender-Sensitive Teacher; Toolkit 13 (p.60) Analyzing the Gender-Responsiveness of Teaching/Learning Materials; Toolkit 14 (p.63) Guidance on Gender-Responsive School Observation; Toolkit 15 (p.65) Promoting Gender-Responsive Community Learning Centres (CLCs); Toolkit 19 (p.94) Developing Gender-Responsive Education Projects and Programmes.

   Toolkit on Education Financing
ActionAid and Education International 2009
This toolkit, addressed to national coalitions, teacher unions, NGOs and others, focuses on helping agencies build a strong campaign for education financing adapted to each unique national context.

   Tools and Resources to Support the Use and Application of the INEE Minimum Standards
INEE 2012
This document shares the Education in Emergencies Training Package and numerous other resources that are useful for the implementation of INEE Minimum Standards. Embedded links guide users to Checklists, Implementation Tools, Case Studies, an E-learning module, Guidance on Contextualization, Translations of the Minimum Standards, a Reference Tool, Promotion and Advocacy Materials, an Annotated Bibliography, information on Contingency Planning, links to the INEE Language Communities, as well as the INEE Toolkit and the Education in Emergencies Training Package. The Tools and Resources Document is currently available in five languages.

   Tools for Assessment, Planning and Participatory Development
UNHCR 2005
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. Extracted from UNHCR's 'Handbook for Planning and Implementing Development Assistance for Refugees (DAR) Programmes.'

   Top 20 Tips for Teaching Large Classes
UNESCO 2006
This sheet provides twenty tips for teaching and managing large classes, which can be used in training teachers and other education. From UNESCO's 'Practical Tips for Teaching Large Classes: A Teacher's Guide.'

   Towards a Culture of Prevention: Disaster Risk Reduction Begins at School: Good Practices and Lessons Learned
UNISDR 2007
This compilation provides description of 38 good practices submitted from around the world in: Raising Awareness within School Communities, Building a Culture of Prevention, and Making Schools Safer. Each 3-4 page case study has an abstract, describes the initiative, impacts and results, the good practice and lessons learned. The publication is part of ongoing efforts made under the theme "Disaster Risk Reduction Begins at School", selected for the World Disaster Reduction Campaign 2006-2007, coordinated by UNISDR and UNESCO.

   Traditional Games for Child Protection
Terre des Hommes 2012
The MOVE project, implemented by Terre des hommes (Tdh) in Eastern Europe (Romania, Moldova and Albania) and financed by UEFA over a period of four years (mid-2008/mid-2012), has trained more than 1000 animators/teachers in the methodology “Movement, Games and Sports”(MGS). This methodology avoids competition and exclusion, promotes more cooperation and integration in sports and games, reinforces the resilience of vulnerable children and improves their psychosocial well-being in general; all this, thanks to the development of their life skills (adaptability, cooperation, empathy, managing emotions, communication, responsibility, etc.). The people trained have hence allowed approximately 10,000 children to benefit from specific activities with very encouraging results, such as reduced aggressive behaviour, better relationships with their peers and with adults. Also, for the most vulnerable children, there was a clear improvement in their so called ‘dysfunctional’ behaviour.


   Training Manual for Teachers
Annan, J., L. Castelli, A. Devreux and E. Locatelli, AVSI 2003
This Training Manual for Teachers is written to accompany the Handbook for Teachers. The goal of the teacher training is not to train "special teachers" but rather to enhance the effectiveness of those identified by the school, by showing a different perspective or approach to what they are already doing in order to benefit the children. The material in the Handbook is a summary of the teacher training provided as part of the Kitgum District PSSP in Uganda. This Manual offers direction and information for facilitators who want to work with teachers using the material in the Handbook. A timelable on training teachers day by day (p. 8) is provided.

   Training Module on Key Humanitarian Standards
Sphere, INEE, LEGS, MERS and CPMS 2013
This Basic Training module provides a basic introduction to the key humanitarian standards: Sphere, INEE, MERS, LEGS and CPMS. The module includes a PowerPoint presentation and trainers' notes.

   Trauma Education: Fighting Nightmares and Sleeping Problems to Promote Learning
Schultz, J-H.(ed), M. Raundalen, M. Dalset & J.Stoen (NRC, U. of Oslo & Children and War Foundation) 2009
The materials contained within this manual give a general introduction and summary of traumatic stress and how to understand their correlating reactions. The manual outlines how to provide learners with trauma education that enables them to better understand themselves and their own reactions. All of this is done through activity recommendations for educators to use with their learners.

   Typical Budget Outline for Early Childhood Development Policy Planning
Vargas-Barón, E. (ADEA, UNICEF, UNESCO) 2005
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. From 'Planning Policies for Early Childhood Development: Guidelines for Action.'

   UK Department of Health: Mental Health Division. (2010). Confident communities, brighter futures: A framework for developing wellbeing.


   UN Initiative
Global Education First Initiative 2013
This infographic by the Global Education First Initiative outlines their approach to put every child in school and improve the quality of learning while fostering global citizenship.

   Understanding and Responding to Children's Needs in Inclusive Classrooms: A Guide for Teachers
McConkey, R., UNESCO 2001
This resource guides teachers on practical ways of coping with children who have particular difficulties in learning. It is designed for teachers who already have children with 'special needs' in their classes and teachers who have limited experience of such children.

   UNDP 2007 Gender Awareness and Development Manual


   UNDP. (2007). Gender awareness and development manual.


   UNDP. (2009). Handbook on monitoring and evaluating for development results.


   UNDP. (2010). Gender mainstreaming in practice: A toolkit.


   UNESCO IBE. (2013). IBE glossary of curriculum terminology.


   UNESCO IIEP. (2008). Double-shift schooling: Design and operation for cost-effectiveness.


   UNESCO Institute for Statistics. (2005). Supplementary questionaire on primary graduates and dropouts.


   UNESCO Institute for Statistics. (2011). International standard classification of education ISCED 2011.


   UNESCO Strategy for the Second Half of the United Nations Decade of Education for Sustainable Development
UNESCO 2010
This document provides an overview of the global context of the UN Decade of Education for Sustainable Development (DESD). It reviews key regional challenges and opportunities and key areas of strategic action for the 2nd half of the DESD. Throughout the document, disaster risk reduction is included as a key consideration posing both challenges and opportunities.

   UNESCO. (2012). Education for all global monitoring report 2012: Youth and kills: Putting education to work.


   UNGEI Child Protection Code of Practice
UNGEI Global Advisory Committee 2008
The UNGEI Global Advisory Committee has developed a Child Protection Code of Practice to galvanize UNGEI's efforts to promote gender equality in education, and in particular to ensure that the rights and needs of vulnerable children are fully met. While UNGEI recognizes that members of its partnership may have their own child protection policies and codes of practice to guide their engagement with children, this Code of Practice is meant to complement UNGEI partners' existing child protection policies and codes of conduct.

   UNHCR Master glossary of terms


   UNHCR Master glossary of terms.


   UNHCR Standards and Indicators – Practical guide to the systematic use of standards and indicators in UNHCR operations
UNHCR 2006
These pages were extracted from a larger UNHCR report that seeks to guide the use of standards and indicators in UNHCR's work. These pages pertain solely to education and provide guidance in identifying indicators, setting rationales, identifying methods of measurement, data sources, frequency of measurements for such things as the percentage of refugee students enrolled in Grades 1-6, percentage of 15-24 year olds enrolled in trainings, number of students per teacher and others.

   UNICEF Early Childhood Development Resource Pack
UNICEF 2010
This Early Childhood Resource Pack is designed to help programme planners and managers understand the basic elements of the best start in life for children and how to most effectively work together to achieve those goals. It combines advocacy arguments with experiences, exercises and information that can be used to develop skills and understand programming for young children in development and emergency situations. The Resource Pack is very extensive and as such could not be attached here. Please visit www.unicef.org/earlychildhood/index_42890.html in order to be able to select the section of the Pack that is most useful to you.

   UNIDSR. (2010). Guidance notes: Assessment and mitigation planning for risk reduction.


   UNISDR. (2009). 2009 UNISDR Terminology on disaster risk reduction.


   Universal Precautions to Prevent the Transmission of HIV
FRESH Tools for Effective School Health, UNESCO 2004
This tool describes the standard precautions to be taken in schools to prevent HIV transmission, along with a list of the supplies that the school will need in order to apply them.

   Urban/Rural Issues
INEE
This adaptation of the initial Zamborra scenario in the original training package (sessions on assessment, design, monitoring and evaluation) has roles focused on the difference of education issues in urban and rural settings during a chronic crisis. The scenario states that peace has finally been reached and that the government is faced with contrasted education issues. In the rural areas, infrastructure is damaged and teachers are lacking while in the urban areas, many youth are involved in gangs and there is a considerable number of vulnerable children (street children, child laborers and orphans) who are missing out on education. Using this scenario allows to understand how the INEE Minimum Standards can support a holistic approach to education programming. It was developed by INEE members from Save the Children US and CRS as well as the INEE Secretariat in preparation for a three-day workshop co-organized by Save the Children Alliance and CRS in Haiti.

   USAID. (2008). Glossary of gender terms and concepts.


   User Fees in Primary Education
World Bank 2004
This section of 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.

   Water and Sanitation: A Checklist for the Environment and Supplies in Schools
FRESH Tools for Effective School Health, UNESCO 2004
This tool sets out strategies that will help ensure that schools and educational facilities have adequate water, sanitation and hygiene facilities to guarantee the health of their students and staff.

   Water, Sanitation and Hygiene Standards for Schools in Low-cost Settings
Adams, J., J. Bartram, Y. Chartier, and J. Sims (World Health Organization) 2009
These guidelines seek to fill a need for guidance on water, sanitation and hygiene specifically for schools in low-cost settings or countries with less available resources. They are specifically written for education managers, planners, architects, urban planners, water and sanitation technicians, teaching staff, school boards, village education committees, local authorities and similar bodies.

   Water, Sanitation, and Hygiene Improvement Training Package for the Prevention of Diarrheal Disease: Guide for Training Outreach Workers
USAID 2009
This resource provides information for organisations worldwide that seek to add WASH activities to their current programmes or to start a diarrhoea reduction programme.

   We all need more education: What can be done to reduce teacher's absenteeism?
International Initiative for Impact Evaluation 2009
Monitoring and financial incentives have been shown to have a significant impact on absenteeism, whereas local monitoring of attendance has failed to have such an impact. However, more evidence is required to strengthen these conclusions.

   WFP Emergency School Feeding Guidelines
WFP 2004
Within these guidelines, there are the following tools for response: a checklist for designing a school feeding programme (pp. 30-32) and an implementation checklist (pp. 33-35).

   WFP Emergency School Feeding Guidelines: Situation Analysis for Planning for School Feeding in an Emergency
WFP 2004
Included in these guidelines is a Situation Analysis for Planning for School Feeding in an Emergency Setting (pp. 27-29) and checklist for designing a school feeding programme (pp. 30-32).

   What Does an Effective Multilateral Donor Look Like?
Wathne, C., and E. Hedger, ODI 2010
This project briefing summarises research findings on the perceptions of recipient stakeholders regarding multilateral donor effectiveness.

   What Drives Donor Financing of Basic Education?
Steer, L, and G. Baudienville, ODI 2010
This project briefing finds that few donors have delivered on their collective promise to support national education programmes with increased and more effective financial support.

   What is adult education?


   What is Sport for Development and Peace
Right to Play 2008
This briefing highlights the benefits of sport and highlights contributions of sport to the attainment of the MDGs.

   What is Sport for Development and Peace?
Right to Play
Sport for Development and Peace refers to the intentional use of sport, physical activity and play to attain specific development and peace objectives, including, most notably, the Millennium Development Goals (MDGs). Successful Sport for Development and Peace programmes work to realize the rights of all members of society to participate in sport and leisure activities. Effective programmes intentionally give priority to development objectives and are carefully designed to be inclusive. These programs embody the best values of sport while upholding the quality and integrity of the sport experience.

   What To Do in an Emergency: Education in Emergencies Activities/Timeline
UNICEF 2006
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. From UNICEF's Education in Emergencies Resource Toolkit.

   What’s the Plan Stan?
New Zealand Government 2009
A full supplementary curriculum addresses earthquakes, floods, storms, tsunami, and volcanic eruptions, fires and pandemics. The goal of the materials is to promote understanding of what causes these hazards and knowing what to do to be better prepared when they happen. Programme website provides links to materials for teachers, students and families.

   Where it's Needed Most- Executive Summary
INEE 2016

   Where it's Needed Most: Quality Professional Development for All Teachers
INEE 2015

   Where Peace Begins: Education's role in conflict prevention and peacebuilding
Wedge, J., International Save the Children Alliance 2008
This report is part of Save the Children Alliance's Rewrite the Future campaign and details the impact of conflict on children and on their education. The report also sets out Save the Children's understanding of how education can make conflicts worse and how education can support peace. This report gives special attention to children in armed conflict, addressing education in peace agreements and education as a weapon.

   WHO. (2002). ICF: Towards a common language for functioning, disability and health.


   WHO. (2003). Skills for health skills-based health education including life skills: An important component of a child-friendly/health-promoting school


   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.

   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.

   Womens Refugee Commission. (2008). Market assessment toolkit for vocational training providers and youth.


   Words Into Action: A Guide for Implementing the Hyogo Framework
UNISDR 2007
This guide helps national governments and their subsidiary local governments, including decision makers, leaders and practitioners, and other civil servants to operationalize the Hyogo Framework for Action by looking at each of the 5 priorities for action in depth throughout national planning. Chapter 3.2 specifically addresses building a culture of safety and resilience through disaster risk reduction in the education system (p. 64-70).

   Working Effectively in Conflict-Affected and Fragile Situations: Briefing Paper 1: Monitoring and Evaluation
DFID 2010
Monitoring and evaluation (M&E) in situations of conflict and fragility is an emerging and continually developing field of practice. This paper reviews some of the emerging practices and lessons. Part I of this document discusses what should be monitored at different levels, from country plans, through sectoral programs down to individual projects, and Part II provides practical guidance on particular M&E challenges in fragile contexts.

   Working for Gender Equality: Recruiting and Retaining Male Educators
INEE Gender Task Team 2008
This short brief provides guidance on recruiting and retaining male teachers as part of the INEE Gender Task Team's series of Gender Strategies in Emergencies, Chronic Crises and Early Reconstruction Contexts.

   Working for Gender Equality: Recruiting and Supporting Female Educators
INEE Gender Task Team 2008
This short brief provides guidance on recruiting and retaining female teachers as part of the INEE Gender Task Team's series of Gender Strategies in Emergencies, Chronic Crises and Early Reconstruction Contexts. Page 2 provides guidance on approaches to recruiting female educators. Page 3 provides guidance on professional development for female educators. Page 5 has a case study on teacher training and recruiting in Guinea and Sierra Leone. Page 6 has a case study on the gender equity support project in southern Sudan.

   Working Through Communities to Impact the Quality of Education: A Book of Experiences
CARE 2010
This tool illustrates the growing importance of non-governmental organisations (NGO) and other civil society organisations (CSO) working with and through communities to achieve the goal of Education for All. Important sections include pp. 50-51 which contains a scheme with four outcomes for measuring the impact of working through communities.

   Working with Children and Their Environment: Manual of Psycho-social skills
Terre des Hommes 2011
In 2005, Terre des hommes developed a pilot-project called “Movement, Games and Sport (MGS) for the psychosocial development of children”, based on methodologies developed and tested in Switzerland, then implemented in Iran, Colombia and Sri Lanka. This manual is the result of that five-year MGS field experience on strengthening the skills of adults (animators, social workers and teachers) in charge of children. Growing the adult’s personal, social, methodological and technical skills improves the quality of their work, and in turn, this increases the wellbeing of vulnerable children and enhances their capacity for resilience.

This manual complements two other key documents published by Terre des hommes. The first is titled Child Protection: Psychosocial Training Manual (2008) which was intended to respond to the specific needs of emergency projects and contains more cross-over subjects such as advocating child protection policies, the participation of the child, the dev

   Working With Communities
WFP 2001
This chapter on contains useful tools on community mapping (pp. 17-22), social network mapping (p. 28-30), stakeholder identification (pp. 31-36) and developing a seasonal calendar to identify, illustrate and compare key events and periods over a year (pp. 42-45), all of which can be tailored to education and adapted to the local context. From 'Participatory Techniques and Tools: A WFP Guide.'

   Working with vulnerable communities to assess and reduce disaster risk
Haghebaert, B., in Humanitarian Exchange Issue 38, Humanitarian Practice Network, ODI 2007
This edition of Humanitarian Exchange features articles on the topic of disaster risk reduction for humanitarian practitioners. This article focuses on the importance of community-based participatory approaches, giving background, rationale and guidance on community risk assessments, which should be integrated with other risk assessment processes to assess social vulnerability and capacity.

   Workshops on Physical Environment
Save the Children Sri Lanka 2004
This tool is a summary of a Save the Children workshop that focused on the links between physical environment and children's experiences. The document targets programme designers and is best for longer-term chronic crisis and early recovery.

   World conference on Education for All: Meeting basic


   World declaration on education for all and framework for action to meet basic learning needs


   Youth Advocacy Toolkit
Plan International 2015
Produced in partnership with A World at School and the Youth Advocacy Group of the Global Education First Initiative, this toolkit contains resources to help children and youth to effectively advocate for their right to an education.

   Youth and Conflict – Lessons Learned and Program Options
USAID Office of Conflict Management and Mitigation 2004
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. Extracted from Youth and Conflict: A Toolkit for Intervention.

   Youth and Conflict: A Toolkit for Intervention
USAID 2004
This toolkit is part of a series that explores how development assistance can address key risk factors associated with conflict. This document: examines key issues related to youth participation in violence; discusses lessons learned in developing programmes for at-risk youth; presents a range of programme options; includes illustrative monitoring and evaluation tools; and identifies relevant USAID mechanisms and partners.

   Youth Education Pack Concept Note
NRC 2007
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.

   Youth in Action Against Violence in Schools
Plan Germany 2007
This manual is packed with exercises and activities to deal with school violence. Activities include identifying areas in school grounds which are less safe, understanding stereotypes and working out how to help someone who has been hurt or bullied.

   Youth Livelihoods Development Program Guide
USAID and EQUIP3 2008
This guide provides a practical set of suggestions and reference materials to improve youth livelihood development practices and to expand programming in this increasingly important area.

   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
This resource provides new information and practical ideas generated by young people for further coordinated advocacy and immediate action for and with young people affected by armed conflict based on experience gained about what is needed and what works. For decision-makers at all levels: governmental and other donors; UN headquarters and field representatives; international and local NGOs; adolescents and youth; academics; and others with responsibility or concern for refugee young people.

   Youth: Care & Protection of Children in Emergencies, A Field Guide
Sommers, M., Save the Children 2001
This Field Guide provides an overview of who youth are, rationale for why they should be targeted in emergencies (pp. 3-6) as well as lessons learned from youth programming during crisis situations (pp. 16-17) and principles of youth programming (p. 15).