Standard 1: Recruitment and Selection

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

Key Actions

Clear, appropriate, non-discriminatory job descriptions and guidelines are developed before the recruitment process

See Guidance Notes:

A representative selection committee selects teachers and other education personnel based on transparent criteria and an assessment of competencies, taking into account community acceptance, gender and diversity

See Guidance Notes:

The number of teachers and other education personnel recruited and deployed is sufficient to avoid over-sized classes

See Guidance Notes:

Guidance Notes
1
Job descriptions

Job descriptions do not discriminate on the basis of gender, ethnicity, religion, disability or other areas of diversity. They include at a minimum:

  • roles and responsibilities;
  • clear reporting lines;
  • a code of conduct.
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2
Experience and qualifications

It is important to recruit qualified teachers with recognised credentials. They need skills to provide psychosocial support for learners and to teach learners with disabilities. If qualified teachers no longer have certificates or other documents because of the emergency, their teaching skills should be assessed. If there are not enough qualified teachers, those with little or no teaching experience may need to be considered. Training will be required for these teachers, based on an assessment of their education level and teaching experience.

Teachers speaking the mother-tongue language(s) of learners should be recruited whenever possible. Where necessary and appropriate, it is recommended that intensive courses in the national or host country language(s) be provided.

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3
Criteria for the selection of teachers

Criteria for the selection of teachers may include the following:

Professional qualifications and attributes:

  • academic background;
  • teaching experience, including teaching children with disabilities;
  • sensitivity to the psychosocial needs of children and youth;
  • trade or other technical skills and experience;
  • relevant language ability, which may include local sign language knowledge and Braille.

Personal qualifications:

  • age and gender, keeping in mind gender balance;
  • tolerance;
  • ethnic and religious background;
  • diversity reflecting that of the community. It is important to consider underlying social tensions and longstanding inequalities, which may have an effect on the recruitment process

Other qualifications:

Teachers and other education personnel should interact with and be accepted by the community. They should be selected, if possible, primarily from the affected community because of their understanding of the social, economic and political issues faced locally. If teachers and other education personnel are accepted from outside the community, it may be necessary to consider additional compensation such as transportation and accommodation. If a learning site is established for refugees or internally displaced people, hiring eligible teachers and other education personnel from the host community may help to foster good relations.

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4
References

Where possible, the references of all recruited teachers and other education personnel should be checked to try to ensure that learners are not put at risk.

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5
Class size

It is important to set locally defined, realistic limits on class size, which allow the inclusion of all children and youth, including those with disabilities. Enough teachers should be recruited to ensure an appropriate teacher-student ratio. Stakeholders should consider the relevant national and local standards for teacher-student ratio and instruction. In some cases, humanitarian and development organisations may have their own standards for teacher-student ratios. A ratio of 1 to 40 has been recommended in some cases. However, stakeholders are encouraged to review and determine what is locally appropriate and realistic.

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Resources

Related Resources
Manual/Handbook/Guide

INEE Guidance Notes on Teacher Compensation

Published by
Inter-agency Network for Education in Emergencies (INEE)

The Guidance Notes on Teacher Compensation and related materials (available in English, French, Spanish, and Arabic) provide a framework for determining appropriate compensation for teachers in crisis contexts.

Arabic
English
French
Spanish

Indicators

Untitled Spreadsheet
INEE Domain INEE Standard Indicator/Program Requirements Clarification Numerator Denominator Target Disaggregation Source of Indicator Source of Data Available Tool Crisis Phase
Teachers and Other Education Personnel Recruitment & Selection (TEOP Std 1)

A sufficient number of appropriately qualified teachers and other education personnel are recruited through a participatory and transparent process, based on selection criteria reflecting diversity and equity.
4.1 Education personnel selection process is transparent, based on selection criteria that reflect diversity and equity Scale 1-5 (1 = low, 5 = high) 5 NA New School/program administrative data/documentation Tool required All stages
4.2 Pupil-trained teacher ratio Number of students Number of trained teachers Equal to or below the national average NA UNESCO School/program administrative data No tool required; INEE MS and indicator definitions sufficient All stages
4.3 Percentage of male/female teachers/administrators Number of male/female teachers and/or administrators Number of teachers and/or administrators 50% Gender ECW School/program administrative data No tool required; INEE MS and indicator definitions sufficient All stages
4.4 Percentage of teachers from minority groups Number of teachers from minority groups Number of teachers To be defined by percentage of minority groups in relevant community Gender
Ethnicity
Mother tongue
Wealth quintile
Disability
Displacement status
As relevant
New School/program administrative data No tool required; INEE MS and indicator definitions sufficient All stages
Conditions of Work (TEOP Std 2)

Teachers and other education personnel have clearly defined conditions of work and are appropriately compensated.
4.5 Percentage of targeted learning spaces in which a code of conduct (i) exists (ii) is enforced and (iii) teachers and communities are trained in / informed about its application Measures the application of codes of conduct for teachers and administrators in programs. Codes of conduct are developed locally and should reflect the different contexts of operations, rather than being "one-size-fits-all." Figures can be provided based on surveys or estimates. To qualify, learning spaces should display all of (i), (ii), and (iii).
Number of targeted learning spaces whereby a code of conduct (i) exists, (ii) is enforced, and (iii) teachers and communities are trained in / informed about its application Number of targeted learning spaces 100% Formal vs non-formal ECW School/program administrative data Tool required All stages
4.6 Percentage of teachers receiving equal/equitable compensation (based on gender, ethnicity, religion; pending context) for same position Number of teachers receiving equitable compensation compared to other teachers at the same level Number of teachers at each level 100% Gender
Ethnicity
Mother tongue
Wealth quintile
Disability
Displacement status
As relevant
New School/program administrative data No tool required; INEE MS and indicator definitions sufficient All stages
4.7 Percentage of teachers and other education personnel compensated Adequate levels of compensation should be defined by the program Number of teachers and other education personnel compensated Number of teachers and other education personnel 100% Gender
Ethnicity
Mother tongue
Wealth quintile
Disability
Displacement status
As relevant
ECW School/program administrative data No tool required; INEE MS and indicator definitions sufficient All stages
4.8 Percentage of teachers and other education personnel who have signed a contract specifying their compensation and conditions of work Numbers of teachers and other education personnel who have signed contracts specifying compensation and conditions of work Number of teachers and other education personnel 100% Gender
Ethnicity
Mother tongue
Wealth quintile
Disability
Displacement status
As relevant
New School/program administrative data, teacher survey No tool required; INEE MS and indicator definitions sufficient All stages
4.9 Percentage of teachers supported through coordinated conditions of work across education actors/partners Job descriptions, descriptions of working conditions, and codes of conduct should be included in contracts. These should specify
- job tasks and responsibilities;
- compensation;
- attendance requirements;
- hours and days of work;
- length of contract;
- code of conduct;
- support, supervision and dispute resolution mechanisms.
Number of teachers supported through coordinated conditions of work across education actors/partners Number of teachers 100% Gender
Ethnicity
Mother tongue
Wealth quintile
Disability
Displacement status
As relevant
New School/program administrative data, teacher survey No tool required; INEE MS and indicator definitions sufficient All stages
4.10 Percentage of targeted learning spaces that have clear disciplinary actions in place for teachers, school leaders, and administrators who have broken the code of conduct Number of targeted learning spaces that have clear disciplinary actions in place for teachers, school leaders, and administrators who have broken the code of conduct
Number of targeted learning spaces 100% Formal vs non-formal ECW School/program administrative data, teacher survey No tool required; INEE MS and indicator definitions sufficient All stages
4.11 Percentage of teachers supported through coordinated compensation agreements across education actors/partners Number of teachers supported through coordinated compensation agreements across education actors/partners Number of teachers 100% Gender
Ethnicity
Mother tongue
Wealth quintile
Disability
Displacement status
As relevant
New School/program administrative data, teacher survey No tool required; INEE MS and indicator definitions sufficient All stages
Support & Supervision (TEOP Std 3)

Support and supervision mechanisms for teachers and other education personnel function effectively.
4.12 Percentage of teachers who report having adequate teaching and learning materials and teaching and preparation space Number of teachers who report having adequate teaching and learning materials and teaching space Number of teachers 100% Gender New Teacher survey No tool required; INEE MS and indicator definitions sufficient All stages
4.13 Percentage of teachers reporting being sufficiently supported by school leadership Number of teachers who report being sufficiently supported by school leadership Number of teachers 100% Gender New Teacher survey No tool required; INEE MS and indicator definitions sufficient All stages
4.14 Percentage of teaching personnel participating in collaborative opportunities with other teachers/administrators Number of teaching personnel participating in collaborative opportunities with other teachers/administrators Number of teachers 100% Gender New School/program administrative data, teacher survey No tool required; INEE MS and indicator definitions sufficient All stages
4.15 Percentage of teaching personnel participating in ongoing coaching/mentoring sessions Ongoing support differentiates from one-off training sessions Number of teaching personnel participating in ongoing coaching/mentoring sessions Number of teachers 100% Gender TiCC School/program administrative data, teacher survey No tool required; INEE MS and indicator definitions sufficient All stages
4.16 Percentage of teachers who report having sufficient planning time Number of teachers who report having sufficient planning time Number of teachers 100% Gender Modified TiCC Teacher survey No tool required; INEE MS and indicator definitions sufficient All stages
4.17 Percentage of teaching personnel evaluated/supported through transparent performance appraisal process Number of teaching personnel evaluated/supported through transparent performance appraisal process Number of teachers 100% Gender Modified TiCC School/program administrative data, teacher survey No tool required; INEE MS and indicator definitions sufficient All stages