معايير الدنيا للتعليم في حالات الطوارئ

Community members participate meaningfully, transparently, and without discrimination in the analysis, planning, design, implementation, monitoring, and evaluation of the education response.

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

Education coordination mechanisms are in place to support the stakeholders who are working to ensure access to and continuity of quality education.

Timely education assessments of the emergency situation are holistic, transparent, and participatory.

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

There is regular monitoring of education response activities and of the evolving learning needs of the people affected.

Systematic and impartial evaluations improve education response activities and enhance accountability.

All individuals have access to quality and relevant education opportunities.

Learning environments are secure and safe, and they promote the protection and the psychosocial wellbeing of learners and teachers and other education personnel.

Education facilities promote the safety and wellbeing of learners and teachers and other education personnel, and are linked to health, nutrition, psychosocial, and protection services.

The curricula used to provide formal and non-formal education are culturally, socially, and linguistically relevant, and appropriate to the context and learner’s needs.

Teaching and learning processes are learner centered, participatory, and inclusive.

Appropriate methods are used to evaluate and validate holistic learning outcomes.

Teachers and other education personnel receive regular, relevant, and structured training in line with their needs and circumstances.

A sufficient number of appropriately qualified teachers and other education personnel are recruited through a transparent and fair process, based on selection criteria reflecting diversity and equity.

Teachers and other education personnel have clearly defined conditions of work and receive appropriate compensation.

The support and supervision mechanisms in place for teachers and other education personnel function effectively.

Education authorities prioritize the continuity and recovery of quality education, including free and inclusive access to learning.

Education programs and activities reflect international and national educational policies, laws, standards, plans, and the learning needs of the people affected.