Implementation Tools
Community Participation Standard 2: Resources
Foundational Standards

Community resources are identified, mobilised and used to implement age-appropriate learning opportunities.


  Advocacy With Older People: Some practical suggestions
HelpAge International - 2007
The purpose of this brief manual is to help communities and organisations explore ways of ensuring that efforts to mobilize and create community networks do not exclude older people but rather value them as resources in the planning processes.

  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.

  INEE Good Practice Guide: Partner Assessment and Selection: INEE Good Practice Guide
INEE - 2003
This INEE Good Practice Guide provides a series of practical strategies, checklists and resources for
donors, including NGOs and UN agencies, to help identify and assess all potential partners, including local
NGOs, women’s and youth groups, and teacher’s unions, and assess their strengths and weaknesses as a
foundation for capacity-building.

  The Right to Learn: Community participation in improving learning
Save the Children - 2013
The past decade has witnessed unprecedented progress with millions more children in school.
But alongside this progress there is a new growing crisis – a learning crisis – with millions of children
unable to read, write or calculate. The world must now assess the considerable work that remains
to be done to ensure all children are both in school and learning. As The Right to Learn shows, a key factor in overcoming the crisis is the engagement and action of parents and local communities to demand improvements in their children’s schools and learning outcomes. Drawing on contributions from five organisations: UWEZO in East Africa, Equal Education in South Africa, Ação Educativa in Brazil, ASER in India and ASER in Pakistan, this report showcases their work. It highlights effective approaches to empower parents and communities to demand change in the face of poor quality schooling and poor learning outcomes.

  Bias in Targeting Criteria
Transparency International - 2010
From Transparency International's new Handbook 'Preventing Corruption in Humanitarian Operation,' this section assists the user in ensuring that resources are not diverted or subject to bias, discrimination, or other forms of corruption. This is very practical guidance that should be considered in the planning phase of an intervention. Used with permission. For more information, visit http://www.transparency.org.

  Checklist of Potential Resources and Community Capacities
UNESCO IIEP - 2010
The useful checklist on pp. 122-3 specifies community resources as well as potential community capacities in education in the areas of instruction and extracurricular activities, management, indirect support for school work and finance. This page also contains a framework mapping community leadership groups, their skills and knowledge and their disposition towards participation in the management of schools. From UNESCO IIEP's Guidebook for Planning Education in Emergencies and Reconstruction.