Implementation Tools
Education Policy
Standard 1: Law and Policy Formulation


Education authorities prioritise continuity and recovery of quality education, including free and inclusive access to schooling.


  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.

  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.

  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.

  Educación, reformas y equidad en los países de los Andes y Cono Sur (Spanish only)
del Carmen Feijoó, M. y Corbetta, S., IIPE-UNESCO - 2004
Análisis de las reformas educativas en 4 países de Latinoamérica, y la relación de la educación con los niveles de pobreza.

  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.

  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.

  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.

  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.

  De relaciones, actores y territorios: hacia nuevas políticas para la educación en América Latina (Spanish only)
López, N. (Coord.), IIPE-UNESCO - 2009
Desafíos que los sistemas educativos de América Latina siguen enfrentando para garantizar el derecho a la educación.

  Políticas de equidad educativa en México: Análisis y propuestas (Spanish only)
López, N. (Coord.), IIPE-UNESCO - 2008
Debate actual sobre las políticas sociales y educativas focalizadas, la observación de otros programas compensatorios desarrollados en la región y las particularidades de la dinámica social mexicana. La idea central es que, en sociedades crecientemente heterogéneas desde el punto de vista social y cultural, el problema de la equidad educativa excede a una cuestión de pobreza o marginalidad.

  Las nuevas leyes de educación en América Latina: una lectura a la luz del panorama social y educativo de la región (Spanish only)
López, N., IIPE-UNESCO - 2007
Entre el año 2000 y el 2007, en América Latina han sido sancionadas o revisadas las leyes educativas de cinco países (Perú, El Salvador, Nicaragua, Guatemala y Argentina); están debatiéndose los proyectos de ley de Bolivia y Chile; y Uruguay está avanzando en la redacción de una nueva normativa educativa.

  Equidad Educativa y desigualdad social: Desafíos de la educación en el nuevo escenario latinoamericano (Spanish only)
López, N., IIPE-UNESCO - 2005
Contribución al debate renovado acerca de los vínculos entre educación y equidad social en el contexto de las nuevas condiciones sociales, económicas y políticas que caracterizan a los países de la región.

  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.

 French 
Sauver l'éducation pour tous - Réformer l'initiative Fast track en un fonds mondial pour l'éducation (Note d'information)

Mallouf, K., Oxfam - 2010
Ce rapport est en fait composé de deux éléments : un rapport de recherche assez long, avec une analyse détaillée, et une note d'information qui résume la recherche et contient des recommandations politiques. Il examine l'EPT-Initiative Fast Track (IFT) – aussi bien du point de vue de ses contributions positives que de ses limites actuelles – et il suggère une réforme de l'IFT qui deviendrait un Fonds mondial pour l'éducation, plus ambitieux et plus efficace.

  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.

  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.

 French 
Apprendre sans peur - Rapport de la Campagne mondiale pour en finir avec la violence à l'école

Plan International - 2010
Le rapport de la campagne apporte des éclaircissements sur la question de la violence contre les enfants dans les écoles et présente des leçons apprises et des bonnes pratiques sur la base d'études de cas dans le monde entier. La page 15 définit des buts de campagnes et des indicateurs qui peuvent être utilisés pour éliminer la violence dans les écoles.

  Nuevos temas en la agenda de política educativa (Spanish only)
Tenti Fanfani, E., IIPE-UNESCO y Siglo XXI - 2008
Los ensayos reunidos en este libro ofrecen herramientas e hipótesis para comprender el complejo vínculo entre escuela y sociedad.

  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.

  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.

  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.

  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.

 Arabic  |  French 
Arabic: Educational Responses to HIV and AIDS for Refugees and Internally Displaced Persons: Discussion Paper for Decision-Makers

UNESCO and UNHCR - 2007
Réponses éducatives au VIH et au SIDA pour les réfugiés et les personnes déplacées internes: document de travail pour les décideurs

UNESCO and UNHCR - 2007
Ce document de politique présente des arguments en faveur d'une réponse complète au VIH et au Sida par l'intermédiaire de l'éducation, surtout pour ce qui est des réfugiés, des PDIP et des autres personnes déplacées par un conflit.

  A Human Rights-Based Approach to Education for All
UNESCO and UNICEF - 2007
This document brings together the 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.

 French  |  Spanish 
Une approche fondée sur les droits de l'homme pour l'Éducation pour tous

UNESCO and UNICEF - 2007
Ce document réunit la réflexion et la pratique actuelles sur les approches basées sur les droits humains dans le secteur de l'éducation. Il présente des problèmes et des difficultés clés dans les approches basées sur les droits et fournit un cadre pour l'élaboration de politiques et de programmes depuis le niveau de l'école jusqu'aux niveaux nationaux et international.
Un enfoque de la educación para todos basado en los derechos humanos

UNESCO and UNICEF - 2007
Este documento reúne el pensamiento y la práctica actuales sobre los enfoques basado en los derechos humanos en el sector de la educación. Presenta cuestiones claves y desafíos en enfoques basado en derechos, y ofrece un marco para la política y el desarrollo de programás desde el nivel de la escuela hasta los niveles nacionales y internacionales.

  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.

  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.

  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.

  Pre-Crisis Secondary Data for Emergency Preparedness
UNICEF - 2006
This matrix of pre-crisis secondary data for emergency preparedness provides a useful policy development and coordination tool to help analyse what you need to know, locally and nationally, before developing a response. It is also relevant for response to population displacement in general as education facilities may be a natural gathering point for protection. From UNICEF's Education in Emergencies Resource Toolkit.

  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).

  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.'

  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.'

  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.'

  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.'