Implementation Tools
Standard 2: Protection and Well-being
Access and Learning Environment

Learning environments are secure and safe, and promote the protection and the psychosocial well-being of learners, teachers and other education personnel.


  Minimum Standards on Child Protection
Child Protection Working Group - 2013
In 2010 the members of the global Child Protection Working Group agreed on the need for child protection standards in humanitarian settings, to tackle what was seen as a critical gap. The Minimum Standards for Child Protection in Humanitarian Action have been developed to support child protection work in humanitarian settings. In such contexts, the standards are intended to: Establish common principles amongst those working in child protection and to strengthen coordination between them; improve the quality of child protection programming, and its impact for children; improve accountability within child protection work; provide a synthesis of good practice and learning to date; and enable better advocacy and communication on child protection risks, needs and responses.

  Evaluating the Psycho-Social Environment of Your School
FRESH Tools for Effective School Health, UNESCO - 2004
This tool contains a Psychosocial Environment Profile questionnaire, developed by the World Health Organization, to evaluate the extent to which a school's environment contributes to the social and emotional well-being of its students and staff. It includes instructions for scoring the questionnaire, and for using the findings to plan and undertake corrective actions. This tool is primarily intended for school administrators, teachers, community leaders and members of school health teams.

  Guidelines to Develop and Implement School Feeding Programmes that Improve Education
FRESH Tools for Effective School Health, UNESCO - 2004
This tool sets out seven step-by-step guidelines that will enable teachers and administrators to enhance the impact of School Feeding Programmes on education.

  Identifying and Helping Children with Aggressive Behaviour
FRESH Tools for Effective School Health, UNESCO - 2004
This tool sets out a list of warning signs of potential violence among students and offers some useful tips on how to help students with violent behaviour apply a variety of strategies and methods.

  Nutrition Services Questionnaire/Checklist
FRESH Tools for Effective School Health, UNESCO - 2004
Intended for schools which already have a meal or food service programme in place, this tool will help the appropriate school staff, including service providers, to improve their services and assure effective implementation.

  Education Action Sheet from the Task Force 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.

  Psychosocial Checklist
INEE - 2004
This checklist can be used for addressing issues of psychosocial well-being and recovery, which contribute to learners' security, protection, quality of service, happiness and warmth in the relations between education providers and learners. Specific survey methods will depend on the local situation and culture. Extracted from the original INEE Minimum Standards Handbook.

  Preventing and Responding to Gender Based Violence In and Through Education
INEE Gender Task Team - 2006
Using the INEE Minimum Standards as a framework, this tool provides a series of concrete and practical strategies and promising approaches for preventing and responding to gender-based violence in and through education.

  Trabajo Infantil y Experiencia Escolar: Análisis de casos en Gran Buenos Aires, Mendoza y Rosario (Spanish only)
Luz García, M., IIPE-UNESCO - 2006
El trabajo infantil, prohibido por la legislación y las convenciones internacionales, sigue siendo una triste realidad para miles y miles de niños y adolescentes de América Latina. Como tal es un fenómeno que tiene muchas caras y manifestaciones concretas. Pero en todos los casos atenta contra los derechos elementales de la infancia, entre ellos, el derecho a ser niño y el derecho a aprender.

  Creating a safe and welcoming school
Mayer, J.E. (International Academy of Education, International Bureau of Education, UNESCO) - 2007
This booklet, part of the Educational Practices Series, touches on concepts that include creating a welcoming environment for students, ensuring the environment is safe, how to identify troubled children, conducting student and parent orientations, home and school cooperation, crises in the community and a school's response, crises management, school discipline, illegal substance abuse in schools and motivation-building for students.

  IRC Child Protection Reporting Form for Teachers
Nicolai, S. and Triplehorn, C. - 2003
This is a sample child protection reporting form for teachers to complete, collecting information on possible protection problems. It also contains a matrix of protection problems, descriptions and the relevant articles that those protection problems violate within the Convention on the Rights of the Child. Extracted from 'The role of education in protecting children in conflict' by Susan Nicolai and Carl Triplehorn in the Humanitarian Practice Network Paper.

  The role of education in protecting children in conflict
Nicolai, S. and Triplehorn, C. - 2003
This paper explores the links between education and the wider protection needs of the children it assists. Of particular note is table 2 (p. 10) which details the potential physical, cognitive and psychosocial protective elements of education in emergencies, including the article within the Convention on the Rights of the Child that such protection corresponds to.

  Promoting Safe Learning Environments: Minimizing Violence in Schools and Enhancing Education as a Protection Tool (Presentation)
Nirrengarten, A., UNHCR - 2009
This is a brief presentation that was given at the 2009 INEE Global Consultation that outlines what constitutes a safe learning environment, why there is a need for safe education and how we can address violence in schools. The presentation was given by Audrey Nirrengarten of UNHCR's Division of Operational Services.

  Learn Without Fear: Youth in action against violence in schools
Plan Germany - 2009
This creative, fun and field friendly manual was designed by young people, for young people, as part of Plan International's "Learn Without Fear" campaign. This manual is designed for use by peer educators, youth groups, school classes, students' committees, councils and clubs. The content includes a series of manuals designed to guide the user to be able to take action in their school to promote safe learning and eliminate fear and violence in the place of learning.

  What is Sport for Development and Peace?
Right to Play
Sport for Development and Peace refers to the intentional use of sport, physical activity and play to attain specific development and peace objectives, including, most notably, the Millennium Development Goals (MDGs). Successful Sport for Development and Peace programmes work to realize the rights of all members of society to participate in sport and leisure activities. Effective programmes intentionally give priority to development objectives and are carefully designed to be inclusive. These programs embody the best values of sport while upholding the quality and integrity of the sport experience.

  Best Practices - Violence Free Zone: End School-Related Violence, Prevent HIV/AIDS
Salter, N. and Schechtman, L., Global AIDS Alliance - 2007
Pages 12-13 of this report provide a set of best practices for building a comprehensive approach to combat school-related violence, drawn from case studies of promising practices (pp. 7-12): USAID's Safe Schools Program in Ghana and Malawi, UNICEF's Children Friendly Schools and Plan International's safe schools program in Togo.

  A Toolkit on Positive Discipline: with Particular Emphasis on South & Central Asia - Concepts
Save the Children - 2007
This toolkit was developed by a regional group of experienced people working to end physical and humiliating punishment. This chapter looks at the complex matrix of power relations, violence and abuse that underline physical and psychological punishments and presents a series of arguments for ending such punishment. It also examines the difference between physical and psychological punishment and positive discipline and presents a series of activities, including one to help teachers and parents understand this difference.

  Safe Spaces
Save the Children - 2003
This brief provides a definition of safe spaces and strategies for ensuring a safe school building (community responsibility, classrooms, furniture, drinking water, latrines), safety around the school (routes to and from school, UXOs, sanitation, recreation space) and in the school (food for education, health promotion and care, walls and décor) and in the classroom, in terms of avoiding politicisation of what is taught and in the way a teacher disciplines the students. Extracted from Save the Children's Education in Emergencies toolkit.

  Child Protection Monitoring Tool
Save the Children Alliance
This monitoring tool provides a framework of issues for children in a refugee camp, for use by community service workers, social animators and community volunteers.

  Trauma Education: Fighting Nightmares and Sleeping Problems to Promote Learning
Schultz, J-H.(ed), M. Raundalen, M. Dalset & J.Stoen (NRC, U. of Oslo & Children and War Foundation) - 2009
The materials contained within this manual give a general introduction and summary of traumatic stress and how to understand their correlating reactions. The manual outlines how to provide learners with trauma education that enables them to better understand themselves and their own reactions. All of this is done through activity recommendations for educators to use with their learners.

  Sphere Food Security - Food Transfers Standard 1: General nutrition requirements
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 standard articulates the need to ensure the nutritional needs of the disaster-affected population, including those most at risk, are met.

  Sphere Food Security - Food Transfers Standard 3: Food quality and safety
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 standard articulates the need for food distributed to be of appropriate quality and fit for human consumption and provides a series of indicators and guidance notes on how to achieve this standard.

  Sphere Food Security - Food Transfers Standard 6: Food use
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 standard articulates the need for food to be stored, prepared and consumed in a safe and appropriate manner at the community level and provides a series of indicators and guidance notes on how to achieve this standard.

  Sphere Food Security and Nutrition Assessment Standard 1: Food security
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 standard asserts that where people are at increased risk of food insecurity, assessments are conducted using accepted methods to understand the type, degree and extent of food insecurity, to identify those most affected and to define the most appropriate response.

  Sphere Food Security and Nutrition Assessment Standard 2: Nutrition
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 standard asserts that where people are at increased risk of undernutrition, assessments are conducted using internationally accepted methods to understand the type, degree and extent of undernutrition and identify those most affected, those most at risk and the appropriate response.

  Sphere Food Security Standard 1: General food security
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 standard asserts that people have a right to humanitarian food assistance that ensures their survival and upholds their dignity, and as far as possible prevents the erosion of their assets and builds resilience, and provides a series of indicators and guidance notes on how to achieve this standard.

  South Sudan "Skills for Life" Kit
UNESCO - 2014
This tool contains Life Skills and Psychosocial Support teaching and learning materials for youth and children in emergencies. Developed by UNESCO on behalf of the Education Cluster and endorsed by South Sudan's Ministry of Education, Science and Technology, the kit includes a trainer guide, teacher guide, assessment and supplemental materials.

  Education under Attack 2010
UNESCO - 2010
This report is the second in a series of UNESCO publications that aims to bridge the gaps in knowledge and information about attacks on education and about how education can be protected from attack.

  Protecting Education from Attack: A State of the Art Review
UNESCO - 2010
This state of the art review considers not only practical protection of access but broader issues (law, curriculum). Highlights include sections on programmatic prevention and response (pp. 27-33) and promoting protection in education (pp. 61-68). Chapter 12 is the best summary to date of the actual practical measures that programmes have taken, with comments on the need to relate them to the specific context. Chapter 14 provides a case study on Schools as Zones of Peace.

  Education under Attack
UNESCO - 2007
This global study on targeted political and military violence against education staff and students includes a section on Prevention and Response, which surveys the following strategies: armed protection, community defence, promoting resilience, international pressure and safe sanctuaries, and ends with a series of recommendations and conclusions in order to reduce violence against schools and school staff.

 French 
L'éducation prise pour cible

UNESCO - 2007
Cette étude mondiale sur la violence politique et militaire ciblée contre le personnel de l'éducation et les élèves comprend une section sur la prévention et les interventions qui étudie les stratégies suivantes : protection armée, défense de la communauté, promotion de la résilience, pression internationale et asiles sûrs, et se termine par une série de recommandations et de conclusions destinées à réduire la violence contre les écoles et le personnel des écoles.

  Learning Spaces and School Facilities
UNESCO IIEP - 2010
This chapter contains a series of strategies to ensure access to safe learning spaces and provide for children's daily basic needs during school hours as well as an excerpt of the Immediately, Sooner, Later Matrix of Response focused on site selection, shelter and furniture (p. 156). Extracted from UNESCO IIEP's Guidebook for Planning Education in Emergencies and Reconstruction.

  Psychosocial Support to Learners
UNESCO IIEP - 2010
This chapter contains a summary of suggested strategies and guidance for implementing those strategies, to provide psychosocial support to learners (p. 113-19), a matrix of symptoms of distress (p. 120), and a series of best practices in providing psychosocial support (p. 121). Extracted from UNESCO IIEP's Guidebook for Planning Education in Emergencies and Reconstruction.

  Safe Schools and Learning Environments: How to Prevent and Respond to Violence in Refugee Schools
UNHCR - 2007
This resource provides an overview of 'what is safe education' and articulates a set of guiding principles for responding to violence in educational settings. It presents a situational analysis for understanding violence in educational settings, lays out a series of preventive measures for creating safe and supportive learning environments and provides information on response mechanisms and monitoring and evaluation. The annexes include codes of conduct for refugee schools and quick guidance notes on suggested actions for programme officers and multi-functional teams.

  Safe Schools and Learning Environments: Key Steps and Actions to Remember and Suggested Activities and Indicators
UNHCR - 2007
This brief lays out key steps and actions to follow in order to create safe school and learning environments when carrying out situational analysis, prevention and response and monitoring and evaluation (pp. 36-37). There is also a matrix of suggested activities and indicators for programme officers (pp. 38-41), which articulates objectives related to safe schools and learning environments as well as corresponding expected outputs and performance targets.

  Child Friendly Schools Manual Chapter 5: Schools as protective environments
UNICEF - 2009
This chapter has been extracted from UNICEF's 2009 Child Friendly Schools Manual. It examines protection and safety issues that must be taken into consideration while planning and creating child friendly schools. The content of this chapter guides the reader through identifying risks, subsequent school interventions and related costs.

 Arabic  |  French  |  Spanish 
Arabic: Child Friendly Schools Manual Chapter 5: Schools as protective environments

UNICEF - 2009
Manuel 'Écoles amies des enfant' Chapitre 5 : L'école en tant que milieu protecteur

UNICEF - 2009
Manual 'Escuelas amigas de la infancia' Capítulo 5: Las escuelas como entornos protectores

UNICEF - 2009

  Child Friendly School Assessment Tool
UNICEF Thailand
This Child Friendly School Assessment tool, from UNICEF Thailand, provides a framework for assessing protection and school children friendliness and should be adapted to the local context.

  Education from a Gender Equality Perspective
USAID - 2008
Produced by USAID, this paper presents the Gender Equality Framework, designed to address gender inequality. A tool for education programmers, the framework helps ensure that education projects meet the needs of all learners.

  Where Peace Begins: Education's role in conflict prevention and peacebuilding
Wedge, J., Save the Children Alliance - 2008
This report is part of Save the Children Alliance's Rewrite the Future campaign. It details the impact of conflict on children and on their education. The report also sets out Save the Children's understanding of how education can make conflicts worse and how education can support peace. This report gives special attention to children in armed conflict, addressing education in peace agreements and education as a weapon.

  WFP Emergency School Feeding Guidelines
WFP - 2004
Within these guidelines, there are the following tools for ensuring that the nutrition and short-term hunger needs of learners are addressed to allow for effective learning to take place: a situation analysis checklist for planning school feeding (pp. 27-29), a checklist for designing a school feeding programme (pp. 30-32) and an implementation checklist (pp. 33-35).

  School Feeding Handbook
WFP
Within this handbook, there are the following tools: School Feeding Monitoring and Analysis Tool [Annexes 4 and 5], Guidance on Rations [pp.102-175], Example of Locally Manufactured Biscuits [pp.195-6], Food Consumption Patterns in Africa: A Quick Reference [pp.196-201], Micronutrient Content of Selected Food Aid Items [pp. 201-3], Examples of Traditional African Dishes prepared with Food Aid Commodities [pp. 204-7] and a Checklist for the Safety of Food Preparation [pp. 230-2].