Implementation Tools
Standard 2: Planning and Implementation
Education Policy

Education activities take into account international and national educational policies, laws, standards and plans and the learning needs of affected populations.

  Alternative education: Filling the gap in emergency and post-conflict situations
CfBT and UNESCO IIEP - 2009
This policy brief looks at how alternative education programmes respond to the diverse education needs of children and youth affected by emergencies and conflict. It also analyses the challenges in implementation of alternative education programmes in post-conflict settings and puts forward policy recommendations for their sustainable planning and coordination. This policy brief is based on findings presented in the book Alternative education: Filling the gap in emergency and post-conflict situations, by Pamela Baxter and Lynne Bethke.

  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.

  How to Develop an Interim Education Plan
EFA Fast Track Initiative - 2010
This resource details the specific processes of joining and working within the EFA FTI Partnership at the country level.

  Fast Track Initiative Support to Education in Fragile States: A Progressive Framework
EFA Fast Track Initiative - 2007
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.

  Knowledge Map: Free Primary Education (FPE) and School Fees in Developing Countries
EQUIP2 and USAID - 2007
This knowledge mapping exercise was undertaken to clarify what is known and not known about the existence and use of school fees in developing countries, with a particular focus on recent efforts to abolish these fees. Some themes and guiding questions that are touched upon include obstacles and barriers, household and community demand for education, access and equity, educational quality, teachers, financial issues, planning implementation and sustainability of FPE, parents cost sharing and FPE, policy alternatives.

  Education on the Brink
Global Campaign for Education - 2009
These recommendations are directed towards the IMF, the G20, Ministries of Finance, legislative bodies and civil society actors. They culminate from the general report which was written over concern about what the global financial crisis would mean for international education development. The report makes the case for investment in education, outlines obstacles to financing education, looks at new instruments being developed, and asks how aid can contribute to the solution.

L'éducation au bord du precipice

Global Campaign for Education - 2009
Ces recommandations sont l'aboutissement du rapport général qui traitait des craintes de ce que la crise financière mondiale pourrait signifier pour le développement international de l'éducation. Ce rapport plaide en faveur d'investissements dans l'éducation, présente les obstacles au financement de l'éducation, observe de nouveaux instruments en cours d'élaboration et demande comment l'assistance peut contribuer à la solution.

  INEE Minimum Standards Institutionalization Checklist For Ministries of Education
INEE - 2011
This comprehensive checklist provides Ministries of Education with series of ideas and action points that can assist national education authorities in effectively incorporating INEE Minimum Standards into a variety of institutional operational frameworks (internal coordination, accountability, advocacy, technical capacity building, policy development, emergency preparedness, external coordination).

  INEE Minimum Standards Institutionalization Checklist for Donors
INEE - 2011
This comprehensive checklist provides donors with series of ideas and action points that can effectively promote the incorporation of INEE Minimum Standards into internal coordination, programing, accountability, advocacy, technical expertise & development, policy, emergency preparedness, inter-agency policy dialogue, coordination and advocacy.

  INEE Minimum Standards Institutionalization Checklist for Inter-Agency Coordination within an Education Cluster
INEE - 2011
This comprehensive checklist provides Education Cluster Coordinators and education coordination group leaders with series of ideas and action points that can promote effective inter-agency coordination through the incorporation of INEE Minimum Standards into a variety of institutional operational frameworks (coordination, assessment, awareness and dissemination, programming and reporting).

  INEE Minimum Standards Institutionalization Checklist for NGOs
INEE - 2011
This comprehensive checklist provides NGOs and community based organizations with series of ideas and action points that can effectively promote the incorporation of INEE Minimum Standards in organizational governance, advocacy, human resources management, program design, implementation and evaluation.

  INEE Minimum Standards Institutionalization Checklist for the United Nations Agencies
INEE - 2011
This comprehensive checklist provides the United Nations agencies (UNICEF, UNESCO, UNRWA and others) with series of ideas and action points that can effectively promote the incorporation of INEE Minimum Standards into a variety of institutional operational frameworks (human resource management, knowledge management, project programming, inter-agency coordination).

  Resourcing Global Education: How reform of the Fast Track Initiative should lead to a Global Fund for Education
Mallouf, K., Oxfam - 2010
The report is actually two products: a longer research report with detailed analysis, and a briefing note which summarizes the research and includes political recommendations. It examines the EFA-Fast Track Initiative's (FTI) positive contributions as well as its limitations. It argues for the reform of the FTI into a more ambitious, effective Global Fund for Education.

Sauver l'éducation pour tous – Réformer l'initiative Fast track en un fonds mondial pour l'éducation (Note d'information)

Mallouf, K., Oxfam - 2010
Ce rapport est en fait composé de deux éléments : un rapport de recherche assez long, avec une analyse détaillée, et une note d'information qui résume la recherche et contient des recommandations politiques. Il examine l'EPT-Initiative Fast Track (IFT) – aussi bien du point de vue de ses contributions positives que de ses limites actuelles – et il suggère une réforme de l'IFT qui deviendrait un Fonds mondial pour l'éducation, plus ambitieux et plus efficace.

  De la experiencia escolar a las políticas públicas. Proyectos locales de equidad educativa en cuatro países de América Latina (Spanish only)
Neirotti, N., IIPE-UNESCO - 2008
Contiene reflexiones sobre diferentes vías de acción en las escuelas, desarrolladas en contextos singulares. Los proyectos abordan el ámbito pedagógico curricular, la gestión institucional y la relación de la escuela con las familias y las comunidades, aunque el lugar central en la intervención pertenece al componente pedagógico.

  Plan's Global Campaign to End Violence in Schools: Campaign Progress Report
Plan International - 2010
This Campaign Progress Report sheds light on the issue of violence against children in schools and provides lessons learned and good practices from cases all around the world. Page 15 outlines some campaign goals and indicators that can be taken to eliminate violence in schools.

Apprendre sans peur Rapport de la Campagne mondiale pour en finir avec la violence a l' ecole

Plan International - 2010
Le rapport de la campagne apporte des éclaircissements sur la question de la violence contre les enfants dans les écoles et présente des leçons apprises et des bonnes pratiques sur la base d'études de cas dans le monde entier. La page 15 définit des buts de campagnes et des indicateurs qui peuvent être utilisés pour éliminer la violence dans les écoles.

  Last in Line, Last in School
Save the Children - 2009
The annual "Last in Line, Last in School" report by Save the Children identifies key areas of policy and practice to be reformed in order to ensure that children in conflict-affected and fragile states (CAFS) get an education. The third annual report examines recent trends in donor support. Its broad conclusion is that, although donors have increased their focus on meeting the education needs of children in these countries and situations, there is still much work to be done.

  Emergency Preparedness: Steps in Preparedness Planning and Checklist for National Preparedness Plans
Save the Children - 2003
This section is a concrete tool for emergency preparedness planning to increase capacity, build knowledge and strengthen relationships, the rationale and steps for which are laid out on pp. 52-56. In addition, pp. 57-58 contain a Checklist for National Preparedness Plans, including key points to consider in developing Education for All (EFA) plans that address education in situations of emergency and crisis. Taken from Save the Children's Education in Emergencies toolkit.

  Delivering Education for Children in Emergencies: A Key Building Block for the Future
Save the Children Alliance - 2008
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.

  The 'Education that Protects' project: The 'Education and Fragility Barometer': An early warning tool to aid conflict prevention
Save the Children UK - 2007
Save the Children's "Barometer" offers a working tool to allow fragility comparisons to be made in schools and in countries at local, national, regional and even global levels. The indicators contained within can be used to inform an education sector plan or school development process. While the indicators need to be adapted to various contexts, certain key approaches, such as incorporating child and community participation, can and should be mainstreamed throughout.

  Diversidad cultural, desigualdad social y estrategias de políticas educativas (Spanish only)
Tenti Fanfani, E., IIPE-UNESCO - 2009
Los trabajos aquí reunidos proveen no sólo claves para entender mejor los problemas que enfrenta la escuela actual sino también para encontrar nuevos sentidos a una institución que debe afrontar diversos desafíos.

  Budget and Financial Management
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.

  Planning Processes
This chapter examines the context and challenges of planning in emergencies and early reconstruction contexts and lays out 12 suggested strategies for effective planning processes (pp. 43-55), including detailed guidance notes for each strategy. Pp. 56-57 give a description of an Education Sector Analysis (ESA), including an overview of what an ESA or Sector-Wide Approach (SWAP) is, rationale for these tools, and information on who carries it out and what it is comprised of. Extracted from UNESCO IIEP's Guidebook for Planning Education in Emergencies and Reconstruction.

  Typical Budget Outline for Early Childhood Development Policy Planning
Vargas-Barón, E. (ADEA, UNICEF, UNESCO) - 2005
This one-page tool provides a look at a typical budget outline for early childhood development policy planning, which can be adapted to create a budget for policy planning on other education-related issues. From 'Planning Policies for Early Childhood Development: Guidelines for Action.'