Cet outil a son origine dans les Normes minimales pour l’éducation de l’INEE – Préparation, interventions, relèvement. Les Normes minimales de l’INEE sont un outil important au niveau mondial. Elles proposent aux gouvernements et aux agents humanita

Plan Liberia seeks to ensure the facilitation of field based In-service training for teachers in 3 counties of Liberia. Thus our engagement in this project process is necessary to reduce the large percentage of untrained teachers in schools.

Reducing the Impact of Violence was a project implemented by TCC during the height of the Second Intifada and in a context of ongoing assaults by the Israeli military invasion.

This chapter presents a series of strategies, and guidance notes to implement those strategies, to retain existing teachers and education workers as well as to recruit new teachers and education workers to meet the new educational needs created by emergency situations.

The purpose of this Observation Schedule or questionnaire is to gather data and document evidences of skill transfer by TEI teacher trainers who participated in at least two AED sponsored active learning training programs/workshops.

The experiences in this book are told from the perspective of the teacher as the primary social actor. However, teachers as a group do not become social actors spontaneously or in isolation. “Working through Teachers” implies the involvement of change agents, within and outside of the teaching profession, who move teachers to action.

Between 2007 and 2009 Relief International provided informal education for Iraqi refugees in community centers. The centers were also used by local Jordanian and Palestinian students for remedial classes. The teachers were volunteers who received a stipend and were mainly Iraqi refugees who not allowed to work in Jordan.

Monitoring and financial incentives have been shown to have a significant impact on absenteeism, whereas local monitoring of attendance has failed to have such an impact. However, more evidence is required to strengthen these conclusions.

These guidelines have been prepared to help countries successfully design a teacher code of conduct (or review an existing one) and put in place the appropriate mechanisms to ensure its proper dissemination, application, and monitoring at all levels of the system.

In 2008, UNICEF, together with the Sierra Leone Ministry of Education and the national Teacher Training institutions, developed a behaviour change programme for teachers entitled “Emerging Issues.”