Education Cluster Coordinator Handbook
Global Education Cluster - 2010
This Handbook is intended to provide Education Cluster Coordinators with information that guides them in facilitating a coordinated and effective response to education needs in emergencies. French
Toolkit on Education Financing
Manuel du coordinateur du Cluster Éducation
Global Education Cluster - 2010
ActionAid and Education International - 2009 Donors' engagement: Supporting education in fragile and conflict-affected states
This toolkit, addressed to national coalitions, teacher unions, NGOs and others, focuses on helping agencies build a strong campaign for education financing adapted to each unique national context.
CfBT and UNESCO-IIEP - 2009 Rapid response: Programming for education needs in emergencies (Policy Brief)
This policy brief presents recommendations to donors, UN agencies, private foundations, international non-governmental organisations and governments to encourage greater engagement in education in fragile and conflict affected states. It is based on findings presented in the corresponding publication "Donors' Engagement: supporting education in fragile and conflict-affected states," by Laura Brannelly, Susy Ndarahutse and Carole Rigaud.
CfBT and UNESCO-IIEP - 2009 Fast Track Initiative Support to Education in Fragile States: A Progressive Framework
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.
EFA Fast Track Initiative - 2007 Educación y desarrollo local: Tensiones y perspectivas. Reflexiones sobre experiencias en la región andina (Spanish only)
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.
Hernaiz, I., Sanjinés Chávez, E., y Villarán, V., IIPE-UNESCO - 2005 IASC Guidelines on Mental Health and Psychosocial Support in Emergency Settings
Los diferentes textos presentados en esta publicación se refieren al papel de la educación en las estrategias del desarrollo local y fueron discutidos por los equipos de los proyectos, representantes de los gobiernos locales, autoridades educativas de la región, sindicalistas y docentes.
IASC - 2007
The Inter-Agency Standing Committee (IASC) Guidelines enable humanitarian actors to plan, establish and coordinate a set of minimum multi-sectoral responses to protect and improve people's mental health and psychosocial well-being in the midst of an emergency. French
IASC Guidance Note on Using the Cluster Approach to Strengthen Humanitarian Response
Directives du CPI concernant la sante mentale et le soutien psychosocial dans les situations d'urgence
IASC - 2007
Les Directives du Comité permanent interorganisations (CPI) permettent aux acteurs humanitaires de planifier, mettre en place et coordonner un ensemble de mesures intersectorielles minimales de protection et d'amélioration de la santé mentale et du bien-être psychosocial des personnes confrontées à une situation d'urgence.
IASC - 2006
This brief gives an overview of the aim and scope of the cluster approach and explains leadership and responsibilities at global and country levels. The annex includes Generic Terms of Reference for Sector/Cluster Leads at Country Level. French
Case Study: Inter-Agency Coordination in the Aftermath of the Asian Tsunami
Note d'orientation sur la mise en oeuvre de l'approche de responsabilite sectorielle (cluster approach) pour renforcer l'action humanitaire
IASC - 2006
Ce document présente l'objectif et la portée de l'approche de responsabilité sectorielle et explique le leadership et les responsabilités aux niveaux global et national. L'annexe présente des termes de référence génériques pour les chefs de file sectoriels sectoriels au niveau national.
IASC - 2005 IASC Operational Guidance on Designating Sector/Cluster Leads in Major New Emergencies
This case study, based on the experience and writings of Dean Brooks who worked with IRC in Aceh after the tsunami, details how the INEE Minimum Standards were utilized by the local authorities and international agencies as they developed a coordinated response to this large-scale disaster.
This brief provides operational guidance and answers to common questions on designating sector/cluster leads in new major emergencies, including why and how it is done, what the responsibilities of sector/cluster leads are and what is expected of partners. French
IASC Operational Guidance on Designating Sector/Cluster Leads in Major Ongoing Emergencies
Note d'orientation opérationnelle pour la désignation des responsables de groupes sectoriels pour les nouvelles urgences majeures du CPI
Ce dossier donne une orientation opérationnelle et répond aux questions courantes sur la désignation de responsables de groupes sectoriels/clusters dans de nouvelles urgences majeures, comme pourquoi et comment on le fait, quelles sont les responsabilités des responsables de secteur/ cluster et ce qui est attendu des partenaires.
This brief provides operational guidance and answers to common questions on designating sector/cluster leads in major on-going emergencies, including why and how it is done, what the responsibilities of sector/cluster leads are and what is expected of partners. French
Education Cluster: Key Things to Know
Note d'orientation opérationnelle pour la désignation des responsables de groupes sectoriels pour les urgences en cours du CPI
Ce dossier donne une orientation opérationnelle et répond aux questions courantes sur la désignation de responsables de groupes sectoriels/clusters dans des urgences majeures en cours, comme pourquoi et comment on le fait, quelles sont les responsabilités des responsables de secteur/ cluster et ce qui est attendu des partenaires.
IASC Education Cluster Advisory Group - 2007 The Joint Education Needs Assessment Toolkit
This brief provides an overview of the IASC Education Cluster: leads, main partners, tools and activities and links to other clusters.
IASC Global Education Cluster - 2010 The Short Guide to Rapid Joint Education Needs Assessments
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.
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
IASC Matrix on Agency Roles and Responsibilities
Petit guide des évaluations rapides conjointes des besoins en matière d'éducation
IASC Global Education Cluster - 2010
IASC Task Force on Safe Access to Firewood & Alternative Energy in Humanitarian Settings - 2009 INEE Reference Guide on External Education Financing
This Matrix is targeted to field-based actors from a range of response sectors: camp coordination/camp management; emergency shelter; environment/natural resource management; food/nutrition; health; information/education/communication; livelihoods/development/food security and protection. Its goal is to provide a practical tool for determining the priority activities that must be undertaken in the development of an effective, multi-sectoral fuel strategy.
INEE - 2010 Strategies for Interagency Coordination within an Education Cluster
The purpose of this guide is to enable national decision makers in low-income countries, including those in fragile situations, to better understand the ways in which donors provide education assistance, how various funding mechanisms work, and why donors choose one over another to support education in fragile situations. It is hoped that the guide makes education decision-makers aware of the types of external assistance used to fill gaps in domestic education funding at the field level.
INEE - 2006 The 'immediately, sooner, later' Matrix of Response
This tool, created by the INEE Working Group on Minimum Standards, provides a checklist of suggested actions for utilizing the INEE Minimum Standards to strengthen inter-agency coordination within an education cluster, covering coordination, assessment, awareness and dissemination, and programming and reporting.
Nicolai, S. and Triplehorn, C., Humanitarian Practice Network Paper - 2003 Delivering Education for Children in Emergencies: A Key Building Block for the Future
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 coordinate preparedness as well as response. Extracted from 'The role of education in protecting children in conflict' in the Humanitarian Practice Network Paper.
Save the Children Alliance - 2008 Child Rights Situation Analysis
This publication demonstrates how education can be provided in emergencies and urges governments to do their part to ensure that all children, even those in emergency and conflict situations, have access to quality education, recreation and related activities, taking advantage of education as both a conflict-protection and conflict-prevention tool as well as a critical ingredient to the reconstruction of post-emergency societies.
Save the Children Sweden - 2008 Planning education in and after emergencies
Save the Children's Child Rights Situation Analysis presents steps in implementation and management of a programme that protects and promotes child rights and prevents violations, starting from the situation analysis phase through to assessing the impact of the programme on lives of children.
Sinclair, M., UNESCO IIEP - 2002
Written by Margaret Sinclair, this book is of invaluable help to organisations and educational planners working on issues such as coordination, funding, inclusive education, safety in schools, trauma healing, curriculum activities and distance learning among many others. French
Preventing Corruption in Humanitarian Operations
Planifier l'education en situation d'urgence et de reconstruction
Sinclair, M., UNESCO IIEP - 2002
Ce livre, écrit par Margaret Sinclair, est une aide inestimable pour les organisations et ceux qui font la planification de l'éducation et travaillent sur des questions telles que la coordination, le financement, l'éducation inclusive, la sécurité dans les écoles, la guérison des traumatismes, les activités du programme scolaire et l'apprentissage à distance, parmi beaucoup d'autres sujets.
Transparency International: the global coalition against corruption - 2010 Guidance for Building Successful Partnerships
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 http://www.transparency.org.
UNESCO and UNICEF - 2005 Roles and Responsibilities of Early Childhood Development Co-ordinating Structures
This tool gives guidance on the essential conditions and elements for designing, developing and nurturing successful partnerships as a means of fostering effective coordination. While this resource is focused on developing national policies and meeting policy goals on Early Childhood Development, the guidance it lays out can be adapted and utilized for coordination and planning on any issue. From 'Planning Policies for Early Childhood Development: Guidelines for Action.'
UNESCO and UNICEF - 2005 Coordination and Communication
This tool lists examples of the types of national, provincial or regional level and district level coordinating entities that can be established in a National Early Childhood Development Policy and specifies the types of roles and responsibilities each can play. The list can be adapted for policy or coordination groups focused on other education issues. From 'Planning Policies for Early Childhood Development: Guidelines for Action.'
UNESCO IIEP - 2010 Structure of the Education System
This chapter contains a series of practical strategies (pp. 255-63) for effective coordination and communication in the context of education in emergencies and reconstruction as well as 10 suggestions for effective project communication (pp. 270-2). Extracted from UNESCO IIEP's Guidebook for Planning Education in Emergencies and Reconstruction.
UNESCO IIEP - 2010
The sample management matrix on p. 147 of this chapter provides a useful framework for understanding and analysing the function of different levels of the education bureaucracy regarding a given issue. In addition, the organisational charts on pp. 148-9 provide a lesson about the need for a participatory approach to coordination and decision-making power of stakeholders, especially community members. Extracted from UNESCO IIEP's Guidebook for Planning Education in Emergencies and Reconstruction.