Learning and Development

The EiE Competency Framework builds on the INEE Minimum Standards to articulate a set of required, valued and recognized competencies for the humanitarian and education in the emergencies sectors. The framework provides a common lexicon for core humanitarian and technical competencies and defines expected knowledge, skills and attributes for each.

This collection of courses is primarily designed to help education in emergencies (EiE) and education practitioners to improve their overall understanding of EiE or their knowledge of specific EiE topics and areas, in line with the modules and individual course units offered. It may also serve as a useful resource for those working in other areas but wanting to improve their understanding of EiE by diving into this intermediate-level content.

This course is designed to provide UNICEF staff with foundational knowledge and skills relating to education in emergencies.  The course was originally designed by ESARO, the content has been utilized and updated from existing content from EiE capacity development training (such as for Frontline Responders, INEE Minimum Standards, Risk-Informed Programming, and others) in a comprehensive manner.

This module outlines 3 hours (180 minutes) of training activities and materials related to psychosocial support (PSS) and social and emotional learning (SEL) in emergency contexts. It includes supplementary activities to further understanding of PSS-SEL concepts, for an extended duration of 5 hours (270 minutes).

This e-module was co-developed by The Alliance and INEE to promote integration and collaboration across Education in Emergencies and Child Protection sectors. This multi-agency training module outlines how Education and Child Protection actors can work together more systematically, based on complementarity, to support children’s well-being in humanitarian contexts. 

The INEE Gender Training Manual orients education practitioners to the INEE Guidance Note on Gender: Gender Equality in and through Education (2019). The training manual outlines 4-8 hours of training activities and materials related to gender-responsive education in emergencies.

This course is designed to help you understand the content and structure of the INEE Guidance Note on Gender: Gender Equality in and through Education. By the end of this course, you will be able to use the Guidance Note to: address common misconceptions about gender-responsive EiE, analyze EiE interventions in your context with a gender lens, and develop short advocacy messages about gender-responsive EiE.

The module takes the learner through the INEE Minimum Standards, 2010 edition, and then through INEE’s website and a number of the tools and resources that have been developed using the Standards as the foundation.

The Training for Primary School Teachers in Crisis Contexts package was developed for unqualified or under-qualified teachers often recruited to teach in refugee camps and in a range of other emergency settings.

The Teachers in Crisis Contexts (TiCC) Peer Coaching pack provides an additional layer of support for teachers participating in the Training for Primary School Teachers in Crisis Contexts by preparing teachers to use Teacher Learning Circles (TLCs) and Classroom Observations.

The INEE Inclusive Education in Emergencies Training Module training seeks to introduce frontline responders, humanitarian program developers, and implementers of all sectors to basic concepts of Inclusive Education in Emergencies and crisis-affected contexts. It can be used independently or with other modules of the full EiE Harmonized Training Package.

The ECDiE updated module seeks to introduce frontline workers and humanitarian program developers/implementers of all sectors (non-early childhood development specialists) to ECDiE as an essential component of humanitarian responses to crises and emergency situations. 

These training modules are based on the INEE Conflict Sensitive Education Pack created to support the integration of conflict sensitivity in education policies and programs.

This facilitation pack supports the delivery of a sector-level workshop to define and contextualize teacher wellbeing policy and practice priorities. It consists of a facilitation guide, workshop outline, slide deck, and workbooks.

The purpose of this five-day training is to build participants’ knowledge and skills in the fundamentals of Accelerated Education (AE) programming. This training is intended for anyone involved in designing and implementing AE programmes and technical-level staff working on AE or non-formal education policy within a ministry of education.

This package has been designed to rapidly onboard new team members in the wake of a new emergency or crisis and aims to ensure that frontline workers are introduced to the minimum competencies to work in a safe, effective, accountable, and professional way with children, families, and communities.

Develop essential coordination and information management competencies for education cluster staff and key cluster’s stakeholder.