Implementation Tools
Analysis Standard 2: Response Strategies
Foundational Standards

Inclusive education response strategies include a clear description of the context, barriers to the right to education and strategies to overcome those barriers.


  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.

  Estrategias sistémicas de atención a la deserción, la repitencia y la sobreedad en escuelas de contextos desfavorecidos (Spanish only)
Lopez, N., IIPE-UNESCO - 2002
Orientada a promover medidas que apunten a la reducción de los problemas de deserción y repitencia en las escuelas de los sectores más pobres de América Latina, a partir de la sistematización de prácticas sociales y de estrategias de trabajo institucional y pedagógico.

  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 plan and coordinate preparedness as well as response. Extracted from 'The role of education in protecting children in conflict' in the Humanitarian Practice Network Paper.

  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.

  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.'

  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.

  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.

  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 analyzing 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.

  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.

  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.

  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.

 Arabic  |  French  |  Spanish 
Arabic: 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.
Manuel 'Écoles amies des enfant' Chapitre 2 : Dynamique de la théorie dans la pratique

UNICEF - 2009
Manual 'Escuelas amigas de la infancia' Capítulo 2: Dinámicas de la teoría en la práctica

UNICEF - 2009

  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.

  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.

  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.

  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).