Implementation Tools
Access and Learning Environment
Standard 1: Equal Access

All individuals have access to quality and relevant education opportunities.

  EiE Training Module 15 - Inclusive Education
INEE and IASC Education Cluster - 2012
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 17 modules with PowerPoint Presentations, Facilitator Guides and exercises, as well as guidance on adapting the training materials. For more information, please contact [email protected]

  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.

  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.

  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.

  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.

  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 ministry working with infants/pre-school aged children and their communities. It offers practical guidance on setting up Child Centered Spaces in emergency settings.

  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".

  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.

  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. Action Sheet 7.1 focuses on Education and articulates key actions and immediate steps for minimum response in providing and strengthening access to safe and supportive education.

 Arabic  |  French  |  Nepali  |  Spanish 
Arabic: IASC Guidelines on Mental Health and Psychosocial Support in Emergency Settings

IASC - 2007
Directives du CPI concernant la sante mentale et le soutien psychosocial dans les situations d'urgence

IASC - 2007
Les Directives du Comité permanent interorganisations (CPI) permettent aux acteurs humanitaires de planifier, mettre en place et coordonner un ensemble de mesures intersectorielles minimales de protection et d'amélioration de la santé mentale et du bien-être psychosocial des personnes confrontées à une situation d'urgence. L'aide mémoire 7.1 met l'accent sur l'éducation et définit les actions clés et les mesures immédiates qui constituent la réponse minimale en matière de fourniture d'une éducation protectrice et attentive aux besoins des élèves et du renforcement de son accès.
Nepali: IASC Guidelines on Mental Health and Psychosocial Support in Emergency Settings

IASC - 2007
Guia del IASC sobre Salud Mental y Apoyo Psicosocial en Emergencias Humanitarias y Catastrofes

IASC - 2007
La Guia del IASC permite a los actores humanitarios planificar, establecer y coordinar un conjunto mínimo de respuestas multi-sectoriales para proteger y mejorar la salud mental y el bienestar psicosocial de las personas en el medio de una emergencia. Hoja de Acción 7.1 centra en la educación y articula acciones claves y pasos inmediatas para una respuesta mínima en proporcionando y fortalecimiento de acceso a una educación segura y de apoyo.

  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, talks about how to use a gender lens when planning education, and through a series of checklists, articulates what we need to know to design and implement gender-responsive education in emergencies. It also contains a list of key actions to ensure gender equality programming in education and a checklist for assessing gender equality programming.

Guide pour l'intervention de l'égalité des sexes dans l'action humanitaire (CPI)

IASC - 2006
La section de ce manuel sur le genre et l'éducation dans les situations d'urgence contient une présentation de la dimension de genre de l'éducation et une liste de vérification pour évaluer les programmes sur l'égalité de genre.

  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.

Aide-mémoire 9.1: Garantir l'accès des filles et des garcons à une éducation sûre

IASC - 2005
L'Aide mémoire pour l'éducation, dans ces directives, présente une série d'interventions principales minimales de prévention et de réponse pour garantir l'accès des filles et des garçons à une éducation sûre et pour les protéger de la violence liée au genre. Tirés de 'Directives en vue d'interventions contre la violence basée sur le sexe dans les situations de crise humanitaire.'

  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.

  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.

  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).

  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.

  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 a psychosocial, recreational and community services activities as well as a range of formal and non-formal education programme strategies to carry out immediately, sooner and later. Extracted from 'The role of education in protecting children in conflict' in the Humanitarian Practice Network Paper.

  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.

  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.

  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.

Les Espaces amis des enfants: Manuel destine au personnel Save

Save the Children - 2008
Ce manuel a été préparé par Save the Children en 2008. Il est prévu pour des employés qui n'ont qu'une expérience limitée des programmes d'espaces amis des enfants dans les situations d'urgence aussi bien que pour des employés plus expérimentés qui voudraient améliorer leur compréhension et développer leurs compétences en utilisant des ressources et des outils additionnels.

  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.

  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. Extracted from Save the Children's Education in Emergencies toolkit.

  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.

  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.

  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.

  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.'

  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).

  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.

  Children with Disabilities
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.

  Early Childhood Development
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.

  Ethnicity, Political Affiliation and Religion
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.

  Former Child Soldiers
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.

  Gender Chapter from IIEP Guidebook on Education in Emergencies and Reconstruction
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.

  Post-Primary Education
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

  Rural Populations
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.

  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.

  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.

  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.

  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.

  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.

  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.

  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.

  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.