Education Policy Standard 2: Planning and Implementation

This book reviews some alternative education programmes, including those providing alternative access, such as accelerated learning programmes and home-based or community-based schools. It also examines programmes that are alternative in curriculum provision, offering non-traditional subjects such as HIV and AIDS prevention or landmine awareness, and those that provide an alternative pedagogy, using more learner-centred and participatory techniques.

This guidance document aligned to the INEE Minimum Standards for Education was developed by UNISDR and is intended for education administrators at all levels as well as school safety advocates.

The Guidance Notes provide a list of key questions to ask when reviewing government policies and practices related to education and non-discrimination in order to ensure that all children and youth have equal access to quality education, especially during emergencies and early reconstruction.

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.

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 INEE Reference Guide on External Education Financing was developed by the INEE Working Group on Education and Fragility in response to requests from education specialists for an easily accessible description of the different types of external assistance for education. 

These Guidance Notes put forward strategies on how to mainstream conflict and disaster risk reduction measures in the education sector planning process.

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.

This chapter focuses on ensuring that programmes provide information and knowledge that is reflected in safe behaviours with regard to landmines and unexploded ordnance (UXO), and securing community involvement in such programmes.

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)

This chapter provides two tools useful for monitoring: a matrix analyzing different ways of defining/measuring education quality (p. 126) and two methods for estimating school age population (p. 132). Extracted from UNESCO IIEP's Guidebook for Planning Education in Emergencies and Reconstruction.

This chapter contains a matrix (pp. 43-45) with ideas useful for NGO response in terms of support to government schools, including compensating teachers, and some potential positive and negative impacts of each strategy.

Education can develop positive attitudes and reflexes, which are important to confront such situations as war or natural disaster. It is vital also to develop an education system or a curriculum that best caters to the needs of crisis-stricken populations, and to ensure that no social groups are excluded or denied the right to education.

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.

This chapter contains practical strategies to ensure that educational opportunities remain open after completion of primary schooling, to enable students whose studies were interrupted to resume their education, and to provide skilled labour, including for school teaching.

This policy brief presents recommendations for policy and practice for those working to design and deliver education programmes in areas of conflict and emergencies.

This resource guide identifies the right to education and actions that individuals and organisations can take to fulfill these rights, with a focus on refugees, returnees and independently placed persons.

This chapter outlines key strategies and guidance notes for educational authorities, planners and providers to help them keep the rural/urban distinction in mind when developing strategies for education in emergencies.

The overall objective of this handbook is to inform the design and implementation of cost-effective, affordable, sustainable and scalable school feeding programmes.

Chapters extracted from UNESCO IIEP's Guidebook for Planning Education in Emergencies and Reconstruction.

The tool on page 133 provides suggested policy guidelines for an integrated approach to skills and values development by including the goals of peace and conflict resolution, tolerance and respect for diversity, human rights and humanitarian norms, active citizenship, environmental sustainability, non-pressured personal relationships and preventive health.

The principal users of The Sphere Handbook are practitioners involved in planning, managing or implementing a humanitarian response.

The Minimum Economic Recovery Standards are the internationally recognized consensus on best practices for building economic resilience for crisis-affected communities.