Implementation Tools
Analysis Standard 1: Assessment
Foundational Standards

Timely education assessments of the emergency situation are conducted in a holistic, transparent and participatory manner.


  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.

  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.

  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 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.

 French 
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.

  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.

 French 
The Rapid Joint Education Needs Assessment Toolkit - French (Boîte à outils pour une évaluation conjointe des besoins d’éducation)

IASC Global Education Cluster - 2011
This Toolkit provides training materials for Education Clusters and other education sector groups in the planning and conducting of rapid multi-sectoral or joint education needs assessments. It complements the Short Guide to Rapid Joint Education Needs Assessments.

  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.

 French 
Petit guide des évaluations rapides conjointes des besoins en matière d'éducation

IASC Global Education Cluster - 2010

  INEE Minimum Standards and Tools for Initial Assessment
INEE - 2007

  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.

  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.

  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.

  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.

  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.

  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.

  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 program that protects and promotes child rights and prevents violations, starting from the situation analysis phase through to assessing the impact of the program on lives of children.

  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.

  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).

  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.

  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.

  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.

  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).

  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).