Implementation Tools
Foundational Standards
Community Participation Standard 1: Participation

Community members participate actively, transparently and without discrimination in analysis, planning, design, implementation, monitoring and evaluation of education responses.

  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.

  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.

  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.

  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.

  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'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.

La participation des enfants aux actions humanitaires: une leçon des zones de conflits armés

Hart, J., Refugee Studies Centre, University of Oxford - 2004
Ce rapport étudie les avantages et les difficultés qu'il y a à rechercher la participation des enfants dans l'action humanitaire, surtout pour ce qui est de la protection et de l'édification de la paix. Les constatations et l'analyse sont basées sur des projets au Sri Lanka, dans les Territoires palestiniens occupés et au Népal.

  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.

  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.

  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.

Petit guide a l'usage de ceux qui souhaitent consulter les enfants

International Save the Children Alliance - 2003
Ce guide a été préparé par l'Alliance internationales Save the Children, principalement pour être utilisé par des gouvernements, des organisations internationales et des ONG qui veulent consulter des enfants. Il a pour objectif d'aider ces groupes à créer le type d'environnement participatif nécessaire pour que les enfants puissent donner leur opinion et leur point de vue de façon significative.

  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.

  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.

  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.

  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.

  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

  Community Participation
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.

  Sample Organizational Charts of Education Systems for Education in Emergencies
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.

  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.

Guide pour agir de l'intérieur - 24 conseils pour implanter un programme dans un contexte culturel sensible

UNFPA - 2004
Cette publication est une collection de 13 diapositives qui présentent 24 conseils pour des programmes sensibles à la culture (surtout dans le domaine du genre et de la santé génésique, mais pouvant facilement être adaptés également pour les programmes d'éducation). Ces conseils sont particulièrement utiles pour les membres de l'INEE qui décident de politiques, qui planifient l'éducation, qui sont bailleurs de fonds, partenaires de la société civile ou chercheurs.

  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).

  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.'

Outils pour l'evaluation, la planification et le developpement participatif

UNHCR - 2005
Le développement participatif s'intéresse à l'implication des parties prenantes dans la prise de décisions, la mise en œuvre, le suivi et l'évaluation et le partage des responsabilités et des bénéfices. Ils ont été tirés du Manuel relatif à la planification et à la mise en œuvre des programmes d'aide au développement pour les réfugiés (DAR).

  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.'

Synopsis des instruments et des méthodes pour le processus décisionnel participatif

UNHCR - 2002
Ce tableau présente les outils et méthodes pour prendre des décisions de manière collaborative afin de promouvoir un développement local participatif. Il explique à quoi sert chacun des outils et quels sont leurs avantages et leurs inconvénients. Tirés de d'UNHCR 'Manuel relatif à la planification et à la mise en œuvre des programmes d'aide au développement pour les réfugiés (DAR).'

  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.

  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.'

Techniques et outils participatifs: Techniques participatives

WFP - 2001
Ce chapitre sur les techniques participatives donne des techniques utiles de facilitation pour permettre la participation de la communauté (pp. 9-19) et des techniques pour promouvoir la prise de décisions en groupes (pp. 24-28). Tirés de 'Techniques et outils participatifs - Guide du PAM.'

  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.'

Techniques et outils participatifs: Collaborer avec les communautés

WFP - 2001
Ce chapitre sur le travail avec les communautés contient des outils utiles pour la préparation de cartes sur les communautés (pp. 20-26), de cartes du réseau social (p. 33-35), l'identification des parties prenantes (pp. 43-47) et la préparation d'un calendrier saisonnier pour déterminer, illustrer et comparer des évènements clés et des périodes au cours d'une année (pp. 48-52). Tout cela peut être adapté à l'éducation et au contexte local. Tirés de 'Techniques et outils participatifs.'