During an initial emergency response, NGOs and communities often work together to create "safe areas" or "child-friendly spaces" for children and adolescents to play, socialize, learn and express themselves.

Effective emergency education programs are based upon a thorough understanding of who the crisis-affected community is and their active involvement in the design of the program. Active involvement of the community facilitates the identification of community-specific education issues and the effective strategies to address them.

In areas facing crises, school management is typically weak as community leaders and teachers find themselves taking on new roles in school management. The lack of experience in school management is particularly problematic in times of crisis.

Girls, children with disabilities, minority children, and child soldiers are some of the many groups who do not always enjoy full participation within society because they are marginalized or shunned. Special efforts should be made to provide basic education to these children because education is essential to enable them to survive and to participate in society.

Teacher training is not only a means of improving the immediate standard of education, but also an investment in a future educational system.

National Governments, the United Nations, National NGOs, and International NGOs each play a vital role in providing education in emergencies.

These guidelines have been prepared in recognition of the widespread use of SF in WFP’s emergency relief and rehabilitation operations. They are designed to guide WFP country offices in deciding whether or not to utilize SF in an emergency setting and, if so, how best to design and implement such a programme.

The Minimum Standards for Education in Emergencies, Chronic Crises and Early Reconstruction are both a handbook and an expression of commitment, developed through a broad process of collaboration, that all individuals children, youth and adults have a right to education during emergencies. 

In spring 1999, after a short but bloody civil war, hundreds of thousands of refugees were repatriated to Kosovo from neighbouring lands, and the United Nations Interim Administration in Kosovo (UNMIK) was established. Provision of education, to people of all ethnic origins, was an enormous challenge, and this book seeks to identify lessons to be learned from the experience.

As highlighted in the introduction this toolkit has been designed to offer advice, ideas and guidance for involving children in consultations at national, regional and international levels.