Standard 2: Planning and Implementation

Education activities take into account international and national educational policies, laws, standards and plans and the learning needs of affected populations.

Key Actions

Formal and non-formal education programmes reflect international and national legal frameworks and policies

See Guidance Notes:

Planning and implementation of educational activities are integrated with other emergency response sectors

See Guidance Notes:

Emergency education programmes are linked to national education plans and strategies and are integrated into longer-term development of the education sector

Education authorities develop and implement national and local education plans that prepare for and respond to future and current emergencies

See Guidance Notes:

Financial, technical, material and human resources are sufficient for effective and transparent development of education policy, and for planning and implementation of education programmes

See Guidance Notes:

Guidance Notes
1
Meeting education rights and goals

Formal and non-formal education programmes should provide inclusive educational activities that fulfill education rights and goals. They should be in line with national and international legal frameworks.

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2
Inter-sectoral linkages

Education responses, including early childhood development and youth activities, should be linked to activities carried out in other sectors such as water supply, sanitation and hygiene promotion, nutrition, food security and food aid, shelter, health services and economic recovery.

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3
National and local education plans

National and local education plans should indicate the actions to be taken in current or future emergencies. They should specify decision-making, coordination, security and protection mechanisms for inter-sectoral coordination. Plans should be based on a thorough understanding of the context and should include indicators and mechanisms for early warning of disaster and conflict. They should be supported by appropriate education policy and frameworks. There should be a system for regular revision of national and local education plans.

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4
Resources

National authorities, humanitarian agencies, donors, NGOs, communities and other stakeholders should work together to ensure adequate funding for emergency education provision. Resource coordination should be country-led and integrated with existing coordination mechanisms. Where contextually feasible, resource allocation should be balanced between:

  • physical elements, such as additional classrooms, textbooks and teaching and learning materials;
  • qualitative components, such as teacher and supervisory training courses, teaching and learning materials.

Resources should be allocated for systematised and centralised reporting of attacks on education and the collection, analysis and sharing of education data.

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5
Transparency and accountability

Relevant information on policy planning and implementation, including practices to prevent corruption (in both monetary and non-monetary forms), should be shared between central and local authorities, communities and other humanitarian stakeholders. Transparency is important for effective monitoring and accountability. There should be confidential and culturally appropriate systems for handling complaints of corruption. These include policies to encourage people to report corruption and to protect those who do so.

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Resources

Related Resources
Report

Alternative Education: Filling the Gap in Emergency and Post-conflict Situations

Published by
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UNESCO International Institute for Education Planning (UNESCO-IIEP)

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.

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Guidance Notes for Government Policies and Practices Related to Education and Non-Discrimination

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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.

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Guidebook for Planning Education in Emergencies and Reconstruction

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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.

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UNESCO International Institute for Education Planning (UNESCO-IIEP)

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.

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INEE Reference Guide on External Education Financing

Published by
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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. 

Arabic
Bosnian
Croatian
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International Standard Classification of Education

Published by
UNESCO International Institute for Education Planning (UNESCO-IIEP)

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.

English
Report

Landmine Awareness

Published by
UNESCO International Institute for Education Planning (UNESCO-IIEP)

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.

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Published by
UNESCO International Institute for Education Planning (UNESCO-IIEP)

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)

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Matrix Analyzing Ways of Measuring Education Quality and Estimating School-age Population

Published by
UNESCO International Institute for Education Planning (UNESCO-IIEP)

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.

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Planning Education in and after Emergencies

Published by
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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.

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Planning Processes

Published by
UNESCO International Institute for Education Planning (UNESCO-IIEP)

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.

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Rural Populations

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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.

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UNESCO International Institute for Education Planning (UNESCO-IIEP)

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

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Suggested Policy Guidelines for an Integrated Approach to Skills and Values Development

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UNESCO International Institute for Education Planning (UNESCO-IIEP)

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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
Education Policy Law & Policy Formulation (EP Std 1)

Education authorities prioritise continuity and recovery of quality education, including free and inclusive access to schooling.
5.1 Degree of engagement in evidence-based policy advocacy Where national policies are inadequate, organizations participate in or support evidence-based advocacy for improving national policies. Scale 1-5 (1 = low, 5 = high)
Level 1—Organization is not aware of national policy deficiencies and does not seek to improve national policy
Level 3—Organization engages in policy advocacy but does not rely on evidence-based approaches
Level 5—Organization understands national policy deficiencies, and either leads or contributes to coalition efforts to strengthen national policies using evidence-based approaches
4+ NA New Program documentation Tool required All stages
Planning & Implementation (EP Std 2)

Education activities take into account international and national educational policies, laws, standards and plans and the learning needs of affected populations.
5.2 Degree of adherence to national and international policies and laws Education activities hold to account international and national educational policies, laws, standards, plans, and the learning needs of affected populations. Scale 1-5 (1 = low, 5 = high)
Level 1—Organization does not factor in national or international standards in program design
Level 3—Organization has understanding of national and international standards but does not meet these standards in program design, implementation, monitoring, or evaluation
Level 5—Organization uses all relevant national and international standards as a minimum standard in program design, implementation, monitoring, and evaluation
4+ NA New Program documentation Tool required All stages
5.3 Level of planning for future and current emergencies Plans are up to date and address full cycle of EiE response, from preparedness through response and recovery. This could be broken into sub-indicators for each stage, if relevant. Scale 1-5 (1 = low, 5 = high)
Level 1—Organization does not have plans for responding to future emergencies
Level 3—Organization has plans for responding to future emergencies, but plans are either out of date or lack sufficient detail
Level 5—Organization has detailed plans, that are regularly updated to respond to forseeable emergencies, as well as contingency plans for responding to unforseeable emergencies
4+ NA New Program documentation Tool required All stages