Domain 1: Foundational Standards

The purpose of this paper is to clarify relevant terminologies and approaches relating to psychosocial well-being and social and emotional learning (SEL) in education in crisis affected contexts, and to explore how psychosocial support (PSS) and social and emotional learning relate to one another.

This handbook aims to provide an introduction to Child Rights Programming - Save the Children's approach to the use of human rights principles and standards in its work with children, their families, carers and communities.

This is a qualitative conflict analysis and early response-training manual. It has emerged from the thinking and experiences of conflict analysis experts worldwide, incorporating views from Africa, Asia, South America, Europe and North America.

This Guidance on HIV in Education in Emergencies provides information for education practitioners who provide, manage or support education services in emergencies.

This Guidebook for planning education in emergencies and reconstruction aims to support educational authorities in providing equal access to education of quality for children affected by conflict or disaster.

The Guidelines for Gender-Based Violence (GBV) is a tool for field actors in the humanitarian community to establish a multi-sectoral coordinated approach to gender-based violence in emergency settings.

The purpose of the INEE Guidance Note on Psychosocial Support is to clarify the importance of supporting the psychosocial wellbeing of children and youth, and to offer specific strategies for how to incorporate psychosocial support (PSS) into education responses.

These guidance notes have been developed for policymakers and planners of local, regional and national government bodies and all other organizations interested or engaged in enhancing the safety of school populations and the resiliency of the buildings they occupy.

This document represents a summary of the framing paper on potential donor use of INEEs Minimum Standards for Education in Emergencies, Chronic Crises and Early Reconstruction (INEE Minimum Standards), together with the additional recommendations and suggestions made during the working group discussions at the policy roundtable.

This document highlights the relationships between the INEE Minimum Standards for Education: Preparedness, Response, Recovery and the Sphere Minimum Standards in Humanitarian Response in order to provide a cohesive outline of an integrated, multi-sectoral response.

The INEE Pocket Guide to Gender is for anyone working to provide, manage or support education services as part of emergency preparedness, response or recovery, and complements the INEE Minimum Standards for Education.

The INEE pocket guide, “Education in Emergencies: Including Everyone”, takes a broad look at inclusive education principles and the types of actions that can be taken to make education in crises contexts more inclusive.

The INEE Pocket Guide to Supporting Learners with Disabilities is specifically aimed at providing practical advice to teachers/educators, as one of the biggest challenges in the development of inclusive education is helping practitioners to turn theory into practice.

This internal reflection tool is intended as a way to informally review how the INEE Minimum Standards apply to a given crisis.

Initially developed by UNESCO in the 1970s, and first revised in 1997, the ISCED classification serves as an instrument to compile and present education statistics both nationally and internationally.

These Operational Guidelines are addressed to intergovernmental and non-governmental humanitarian actors when they are called upon to become active just before or in the aftermath of a natural disaster.

The UNHCR Tool outlines 10 basic steps to ensure women, girls, boys, and men participate in analyzing protection problems together; in discussing capacities to face protection problems, and in finding solutions together.

This handbook targets field practitioners responding to humanitarian emergencies that result from conflict or natural hazards. In particular, sector/cluster actors are offered practical guidance on identifying and addressing the differing needs and situations of women, girls, boys, and men.