Education in

Emergencies

GROUP 5
Education is a fundamental human right for all people.
Education is especially critical for the tens of millions of
children and youth affected by conflict and disasters, and yet
it is often significantly disrupted in emergency situations,
denying learnersthe transformative effects of quality
education.
Education in emergencies comprises learning opportunities for all
ages. It encompasses early childhood development,
primary,secondary, non-formal, technical, vocational, higher and
adult education. In emergency situations through to
recovery,quality education provides physical, psychosocial and
cognitive protection that can sustain and save lives.
Education in emergencies ensures dignity and sustains life by
offering safe spaces for learning, where children and youth who
need other assistance can be identified and supported. Quality
education saves lives by providing physical protection from the
dangers and exploitation of a crisis environment.
Quality education contributes directly to the social, economic and
political stability of societies. It helps to reduce the risk of violent
conflict by enhancing social cohesion and supporting conflict
resolution and peace-building. However, while the chances for
long-term peace-building increase significantly if a conflict-
affected population is educated, education can also have a negative
impact on peace and stability.
1. Foundational
Standards This domain details standards for:
Community participation: participation and resources
Coordination
Analysis: assessment, response strategies, monitoring,
evaluation.

The standards described here are critical for an effective

education response. They are the basis for the application of
the standards for Access and Learning Environment, Teaching
and Learning, Teachers and Other Education Personnel, and
Education Policy.
Effective emergency education response is based on active community participation – processes and activities that
empower people to take part in decision-making processes and take action on education issues.Community involvement
and ownership enhance accountability, strengthen the mobilization of local resources and support the maintenance of
education services in the long term. Participation facilitates the identification of education issues particular to the
local context and ways to address them. In this way, community participation in assessment, planning, implementation,
management and monitoring helps to ensure that education responses are appropriate and effective.
Community Participation
Standard 1: Participation
Community members participate actively, transparently and without
discrimination in analysis, planning, design, implementation, monitoring and
evaluation of education responses.
Guidance notes
1. Inclusive community participation: Education authorities and other education stakeholders should ensure
community participation in the analysis, planning, design, implementation, monitoring and evaluation of education
responses. Any member of the affected community should be able to participate, regardless of their age, gender,
ethnicity, religion, sexual orientation, disability, HIV status or other factor.

2. ‘Community education committee’ refersto a group which identifies and addresses the educational needs and rights of
all learners in a community. Alternative names may include ‘parent-teacher association’ or ‘school management committee’.
It can assist a community through training and capacity building activities or by engaging with education authorities and
other education stakeholders to support education programs. If a community education committee does not already
exist, its formation should be encouraged (see also guidance notes 3 and 7 below).
3. Roles and responsibilities of community education committee members should be clearly defined
andmay include:
meeting regularly to address issues of concern;
keeping records of meetings and decisions;
mobilizing community financial and in-kind contributions;
determining appropriate approaches sensitive to age and culture to ensure that educational
programs respect the needs and rights of learners. Examples include flexible school calendars and
age-appropriate curricula that reflect the community context;
communicating with the community and local and national education authorities to promote good
relationships between community members and decision-makers outside the community;
ensuring that those responsible for ensuring access and quality of educationare accountable;
monitoring education provision to help ensure quality of teaching and learning;
collecting and monitoring disaggregated information on who is and who is not participating in
learning opportunities;
promoting security from attack and strengthening the security of staff and students going to
and from school;
ensuring that disaster risk reduction is included ineducation provision;
ensuring appropriate psychosocial support.
4. Local education action plan: Local education authorities, the community and the
community education committee should prioritize and plan education activities through a
participatory planning process that will result in a community-based education action plan. A
community-based education plan should build upon a national education plan, if one exists,
and provide a framework for improving the quality of formal and non-formal education
programs. It should reflect the needs, rights, concerns and values of the emergency-
affected community, particularly those belonging to vulnerable groups.
An education action plan focuses on ensuring educational continuity. It may have several objectives, including:
developing a shared vision of what the teaching and learning environment might become, described in terms of activities,
indicators and targets, and a timeline;
the adaptation of curricula to the particular context, including conflict sensitivity and disaster risk reduction as appropriate;
agreeing on procedures for the recruitment, supervision and training of staff, and teacher compensation and support;
prioritizing a human rights-based approach to reduce discrimination and create a shared understanding that education must be
available, accessible, adaptable and acceptable;
gaining agreement and shared commitment on priorities for developing a safe and supportive learning environment, including
protecting education from attack;
describing specific tasks and responsibilities of education authorities, which are legally responsible for protecting the right to
education, and other education stakeholders. This may include resource mobilization, maintenance and development of
infrastructure, and coordination with external agencies and other sectors including food security, health, hygiene, nutrition,
water supply and sanitation responses.
5. Participation of children and youth in education activities: Children and youth have a
right to be heard in matters that affect their lives, including the development and
management of the education system. They should be invited to participate in discussions in
safe, secure and welcoming environments that reinforce respect for constructive dialogue.
Culturally appropriate ways of helping children and youth express themselves can be used,
such as art, music and drama.
6. Social audits are community-based evaluations of an education program. They are used to:
determine the people, funding and materials that are available forthe program;
identify gaps;
monitor the effectiveness of the program.
7. Capacity building strengthens knowledge, ability, skills and behavior to help people and organizations achieve their
goals. Every effort should be made to identify education experts, including teachers, other education personnel and
developers of curricula, within the affected population to be involved in program planning and implementation. If
enough local expertise cannot be identified ,or if people are unable or unwilling to assist with (re-)establishing the
education system, then capacity building activities for community members may be appropriate. Assessmentsshould
examine the different capacities, needs and responses of male and female children, youth and adults in the community,
including vulnerable groups. Training programs should assess community capacity to identify training and other capacity
building needs and ways to address them. Such activities should promote ownership and maintenance of the education
program by the community and coordination with other sectors.
Community Participation
Standard 2: Resources
Community members participate actively, transparently and without
discrimination in analysis, planning, design, implementation, monitoring and
evaluation of education responses.
Guidance notes
1. Community resources include human, intellectual, linguistic, monetary and material resources existing in the
community. When designing and planning education responses, locally available resources should be identified and
analyzed to determine how they may contribute to education.

2. Promoting access and security: Education authorities, the local community and humanitarian stakeholders should
encourage community membersto identify and help vulnerable children and youth to attend school and access other
learning activitiesregularly. Examples may include women’s and youth groups providing appropriate clothing for children
from the poorest families or food to child-headed families. Community members should work with education
authorities to ensure that schools, early childhood centers and other learning spaces are safe and secure places for
children and youth.
Coordination Standard 1:
Coordination
Coordination mechanisms for education are in place and support
stakeholders working to ensure access to and continuity of quality
education.
Guidance notes
1. An inter-agency coordination committee, which coordinates the education response, should have wide
representation. The national education authority should provide leadership, but local authorities and groups should be
appropriately represented. Where education authoritieslack capacity or legitimacy, leadership may be assigned by
agreement to different agencies. An existing education coordination group should take on these responsibilities or,
if the IASC’s cluster system is activated, an Education Cluster should be established. However, a representative of
the relevant education authority should always be involved in decision-making. Coordination groups may be needed at
national and local levels, depending on the nature of the crisis. Roles and responsibilities of members should be set out
in Terms of Reference for the committee
2. Resource mobilization: Significant funds are required for successful and timely implementation of quality
education programs in emergencies through to recovery. Every effort should be made to ensure inclusive, transparent
and coordinated approaches to financing, including through UN Flash Appeals and Consolidated Appeals Processes. In
acute emergencies, the UN Central Emergency Response Fund and other emergency response funds may provide
funding for education. Local partners’ access to resources should be facilitated.
 3. Information management and knowledge management include:
assessment of needs, capacities and coverage;
collection, storage, analysis and sharing of information;
monitoring and evaluation;
lessons learned to inform future practice.
4. Joint assessments to identify capacity and gaps in the education response should use and adapt the Global
Education Cluster’s Joint Education Needs Assessment Toolkit or other needs assessment tools agreed upon in
advance. Training on the use of these tools should be included in preparedness and contingency planning activities. If
individual stakeholders conduct education assessments, they should share findings and data with the education
authorities and the wider coordination group to support the coordinated response. In some countries, a multi-
sectoral rapid assessment, which includes education questions, takes places within 48 hours of an emergency. If this
happens, it requires coordination with other sectors such as health, water and sanitation, and shelter.
5. Accountability: While individual stakeholders have their own mandates, all should agree to accountability in
coordination and information sharing. This means being transparent about information collection, and its use to
inform work planning. Where there are critical gaps in education response, the IASC Education Cluster or another
coordination mechanism is responsible for ensuring that relevant stakeholders address the gaps in order to cover
priority needs. Coordinated monitoring and evaluation can facilitate accountability to affected people by openly
sharing information about the results of education work. It can also support the application of the INEE Minimum
Standards and underlying humanitarian principles by highlighting where more work needs to be done. National
human rights institutions should facilitate and monitor their national authorities’ obligations in fulfilling the
affected population’s right to education.
6. A results-oriented approach means that all stakeholders work to ensure that the
education response is well coordinated andproduces the desired results. Continuous
monitoring and evaluation of the coordination of education responses allow gaps in
coordination to be quickly identified and addressed
Analysis Standard 1:
Assessment
Timely education assessments of the emergency situation are conducted in
a holistic, transparent and participatory manner.
Guidance notes
1. The timing of initial assessments should take into consideration the security and safety of the assessment team and
the affected population. The assessment should take place as soon as possible after an emergency and should assess all
types of education at all affected locations, if feasible. Following the initial assessment, the data should be updated
regularly through monitoring and evaluation. This includes a review of program achievements, constraints and unmet
needs. When overall assessments cannot be conducted immediately, partial initial assessments can gather information
to inform immediate action.
2. Assessments should collect disaggregated data to inform the education response and assess continuing risk from
conflict or disaster. ‘Disaggregated’ means that the information is separated into its component parts, and in this
case analyzed by sex and age group. Data identify educational capacities, resources, vulnerabilities, gaps and challenges
to upholding the right to education for all affected groups. Assessments and field visits by education and other
emergency response providers should be coordinated to avoid the inefficient use of resources and over-assessment
of certain affected populations or issues.
Ethical considerations, including the basic principles of respect and non-discrimination,
should underpin assessment. Collecting information can put people at risk because of the
sensitivity of the information or simply because they have participated in the process (See
also guidance note 5 below). Those collecting information have a responsibility to protect
participants and must inform them of the following:
the purpose of collecting the data;
the right not to participate in the data collection process, or to withdraw at any time
without negative effects;
the right to confidentiality and anonymity.
3. Analysis of the context, including disaster risk and conflict analysis, helps to ensure that education responses are
appropriate, relevant and sensitive to the potential for conflict and disaster. Risk analysis considers all aspects of the
context that affect the health, security, and safety of learners. This helps to ensure that education is a protective
measure rather than a risk factor. Risk analysis assesses risks to education, which may include:
insecurity, poor governance and corruption;
public health issues such as the prevalence of communicable diseases;
other social, economic, physical and environmental factors, including industrial hazards such as toxic gas releases
and chemical spills;
risks specific to sex, age, disability, ethnic background and other factors relevant in the context.
4. Data validity and methods of data analysis: Data analyses should clearly state:
the indicators;
data sources;
methods of collection;
data collectors;
data analysis procedures.
5. Participants in assessments should include education authorities and representatives of the affected population,
including vulnerable groups. The participation of these groups in data and information collection, analysis, management
and dissemination may be limited by difficult circumstances during the initial assessment. It should increase asthe
context becomes more stable. Assessments should facilitate communication in all languages of the community,
including the use of sign language and Braille, where applicable.
6. Collaboration within the education sector and with other sectors is crucial in maximizing the quality,
comprehensiveness and usefulness of assessments. Education stakeholders should harmonize needs assessments by
conducting joint assessments or by coordinating assessments to avoid duplication by different agencies. Coordinated
assessments produce stronger evidence of the impact of emergencies and facilitate coherent responses. They
improve the accountability of humanitarian stakeholders by encouraging the sharing of information.
7. Education and psychosocial needs: Disaggregated data on education and psychosocial
needs and resources should be collected in general needs assessments. Assessment team
members with local knowledge can support these aspects of assessments. Agencies should
commit resources, staff and organizational capacity to carry them out.

8. Assessment findings should be made available as soon as possible so that education activities can be planned. Pre-
crisis data and post-crisis assessments that identify resource and education needs and/or violations or fulfilment of
education rights by education authorities, NGOs, humanitarian agencies and the local community should also be shared.
Education authorities at the local or national level should coordinate the sharing of assessment findings. If such
authorities lack capacity to do this, an international lead actor, such as the education sector coordination committee
or the Education Cluster, can manage this process. The presentation of data in assessment findings should be
standardized if possible so that the information can be used easily.
Analysis Standard: 2
Response Strategies
Inclusive education response strategies include a clear description of the
context, barriers to the right to education and strategies to overcome those
barriers.
Guidance notes
1. Response strategies: Education stakeholders must invest in a thorough analysis and interpretation of assessment
data to ensure that their response strategies are based on the key findings and major priorities revealed by
assessment. This avoids the risk of assessment findings confirming already formed ideas for program responses.
2. Capacity building for data collection and analysis: Response strategies should include capacity building, including for
education authority staff and community members. Youth community members in particular may be involved in data
collection and analysis, monitoring and evaluation.
3. ‘Do No Harm’: Emergency education responses involve the transfer of resources such as training, jobs, supplies and
food into frequently resource-scarce environments. These resources often represent power and wealth. They can
become an element of the conflict or exacerbate marginalization or discrimination within communities.
4. Updating response strategies: Education stakeholders should regularly review and update
their response strategies during emergencies through to recovery and development. They
should demonstrate achievements to date, changes in the emergency and security situation
and concurrent changes in strategy.

5. Donor response: Donors should regularly review both the quality and coverage of emergency education response to
ensure that the minimumlevel of educational quality and accessis met. Special attention should be paid to the enrolment and
retention of learners from vulnerable groups, aiming for equal access to a range of educational opportunities in emergency-
affected locations.
6. Strengthening national programs: Emergency education responses should be harmonized with and should strengthen
national education programs, including early childhood development and vocational and livelihood programs. This includes
national and local education planning, administration and management as well as physical infrastructure and in-service teacher
training and support. Emergency education responses should work with education authorities to build a better system for
the future, strengthening an inclusive education system for all children, such as those with disabilities and from minority
groups.
7. Emergency response preparedness and disaster risk reduction: Development agencies and donors should promote and
support activitiesfor disaster risk reduction and preparedness for emergency response as prevention measures and during
recovery after crisis.
8. Overcoming constraints of organizational mandates: Humanitarian organizations with
limited mandates – such as for children, primary education or refugees – should ensure that
their education responses complement those of the education authorities and other
education stakeholders. Overall education strategies should cover:
• early childhood development;
•inclusive primary education;
• the needs of youth, including secondary, higher and vocational education;
• adult education; • pre-service and in-service teacher training.

9. Collecting baseline data: ‘Baseline data’ refers to information collected from the targeted population before new
education activities begin. It helps program staff understand the education situation and is used to form a basis for
comparison with information collected later, during monitoring and evaluation. Baseline data should be collected
systematically.
Analysis Standard: 3
Monitoring
Regular monitoring of education response activities and the evolving learning
needs of the affected population is carried out.

Guidance notes
1. Monitoring measures whether programs are meeting the changing educational needs of the population and how they
are responding to the evolving context. It:
• ensures that interventions are relevant and responsive;
• identifies possibilities for improvement;
• contributes to conflict mitigation and disaster risk reduction;
• promotes accountability.
The design of monitoring will determine how often differenttypes of data are collected, according to need, and the
resources required for data collection and processing. Many types of information can be collected from schools and
other education programs on a sample basis, giving quick indications of needs and problems. Such information may
include:
• disaggregated data on enrolment and drop-out;]
• whether students eat before attending school;
• availability of textbooks and teaching and learning materials
•Monitoring of out-of-school children and youth and their reasons for not enrolling or
attending can be done through visits to a small random sample of households. During
monitoring, it is important to listen directly to the voices of women and vulnerable groups.

Monitoring and reporting systems are needed for violations of the safety and well-being of learners, teachers
and other education personnel, and for the state of education infrastructure. This is particularly important where
there is risk of armed attack, abduction, child recruitment to armed forces and armed groups, gender-based
violence or natural disasters. For this aspect of monitoring, education stakeholders may need to liaise with local
and national authorities or UN and non-government agencies for security, justice, protection and human rights.
It is important to take into account the sensitivity of the reportedinformation
2. People involved in monitoring need to be able to collect information from all groups in
the affected population in a culturally sensitive manner. It is important that the team is
gender-balanced, fluent in local language(s) and trained in data collection. Local practices
may require that women or minority groups be consulted separately by individuals who are
trusted.

3. An education management information system, normally managed by national authorities, compiles and analyses
education data. If an education management information system exists for the context, it may have been disrupted by
the emergency or may need to be upgraded. The development or rehabilitation of a national education management
information system or equivalent may require capacity building at national, regional and local levels. Capacity building
supports relevant people to collect, manage, interpret, use and share available information.
Compatible software and hardware for an education management information system are essential. National and local
education offices and other education sub-sectors, such as national training institutes, should have compatible
equipment to facilitate the exchange of information. Mobile phones equipped with special software can improve data
collection, but lack of technology should not prevent data collection from under-resourced areas.
4. Monitoring of learners should take place whenever possible during their learning and
after they complete or leave a course. Monitoring through quantitative and qualitative
assessments can cover, for example:
• gross and fine motor development, cognitive and socio-emotional development in very
young children;
• the retention of literacy and numeracy skills;
•awareness and application of key life skills;
• access to post-literacy reading materials.
Analysis Standard: 4
Evaluation
Systematic and impartial evaluations improve education response activities and
enhance accountability.
Guidance notes
1. Distinction between monitoring and evaluation: Monitoring and evaluation are key to achieving the goals and
objectives of education programs. Monitoring is an ongoing process that regularly measures progress towards goals
and objectives of education programs. It allows education program staff to make changes during the program or
project cycle to ensure that they stay on track for achieving their goals and objectives.
2. Evaluations of education response activities should use approaches and methods that produce timely and credible
evidence of program outcomes and impacts that can inform future action. ‘Impact’ is the measurable change that the
program has caused in people’s lives. Both qualitative and quantitative data disaggregated by sex and age are
important. Quantitative data are about things that can be counted. They measure outcomes such as enrolment,
attendance, drop-out and achievement. Qualitative data are about things that cannot be measured with numbers. They
help to understand processes and explain results.
3. Capacity building through evaluation: The evaluation budget should cover capacity-
building workshops for relevant stakeholders, including education authorities, community
representatives and learners. These can introduce and explain the evaluation, develop
evaluation plans in a participatory and transparent way, and allow stakeholders to review and
interpret findings together. Learners, teachers and other education personnel should be
involved in the evaluation process to improve the accuracy of data collection and support
the development of recommendations that can realistically be implemented.
4. Sharing evaluation findings and lessons learned: Key findings in evaluation reports,
particularly recommendations and lessons learned, should be shared in a form understandable
to all, including community members. They should inform future work. Sensitive data need to
be handled carefully to avoid contributing to the emergency or conflict and/or to avoid
putting informants who contributed anonymous or sensitive information at risk.
2. The Teaching and
Learning Domain
Access to education is only meaningful if the education programs offer quality teaching and learning. Emergencies may
offer opportunities for improving curricula, teacher training, professional development and support, instruction and
learning processes and assessment of learning outcomes so that education is relevant, supportive and protective for
learners.
Education related to livelihoods and employment, such as small business development,
financial literacy, technical and vocational education and training, should be provided to
young men and women, particularly those from vulnerable groups who do not complete
formal school. Analysis of the labor market and collaboration with the economic and early
recovery sectors will better ensure that programs are relevant and that economic skills
learned are useful.

In emergencies, untrained or under-trained teachers and education personnel, often filling

gaps left as a direct or indirect result of the disaster or crisis, need to be trained in skills
to convey learning content effectively to students. Teachers and other education
personnel should participate in specific trainings on how to support children who have
experienced distress.
In emergency contexts through to recovery, it is important that national authorities,
educational institutions and employers recognize curricula and the certificates awarded.
Communities want to know that their children’s education has value and that national
authorities recognize that value. Timely and appropriate assessment and evaluation of the
teaching and learning process:
* lend credibility;
* inform teaching practices;
* identify strengths and weaknesses in the curricula and of learners;
* inform education personnel, community members and learners of progress made and of
continued needs.
Teaching and Learning
Standard 1: Curricula
Culturally, socially and linguistically relevant curricula are used to provide formal
and non-formal education, appropriate to the particular context and needs of
learners.
Guidance notes
1. A curriculum - is a plan of action to help learners to improve their knowledge and skills. It includes learning
objectives, learning content, assessments, teaching methods and materials:
* ‘Learning objectives’ identify the knowledge, attitudes and skills that will be developed through education activities
to promote the cognitive, social, emotional and physical development of learners;
* ‘Learning content’ refers to subject areas such as literacy, numeracy and life skills;
* ‘Assessment’ refers to the measurement of what has been learned in the form of knowledge, attitudes and skills for
the learning content covered;
* ‘Teaching methods’ refer to the approach chosen for, and used in, the presentation of learning content to
encourage the acquisition of knowledge and skills in all learners;
* ‘Instructional material’ refers to books, maps and charts, supplementary study materials, teachers’ guides,
equipment, toys and other teaching and learning materials.
2. Curricula appropriate to context, age and developmental levels: Curricula should be age-
appropriate and compatible with learners’ developmental level, including their sensory, mental,
cognitive, psychosocial and physical development. This requires adaptation of curricula and
methods. Teachers should be given support to adapt their teaching to the needs and levels of
the learners with whom they work .
3. Curriculum review and development is a long, complex process and should be carried out by
accepted and appropriate education authorities. If formal education programs are being re-
established during or after emergencies, recognized national primary and secondary school
curricula should be used. In other cases, curricula adapted from comparable emergency
settings may be appropriate.
In emergencies through to recovery, the curricula of formal and non-formal education
programs should be enriched with knowledge and skills specific to the emergency context
(see guidance note 5 below). Special curricula may be needed for certain groups, such as:
* children and youth earning a livelihood;
* those formerly associated with armed forces and armed groups;
* learners older than their grade level or returning from long periods out of school;
* adult learners.
4. Core competencies should be identified before the development or adaptation of learning
content and teacher training materials. ‘Core competencies’ of basic education are:
* functional literacy and numeracy;
* the essential knowledge, life skills, attitudes and practice required by learners to attain a
life with dignity and to participate actively and meaningfully as members of their community.
5. Life skills learning content and key concepts should be appropriate to the age, different
learning styles, experience and environment of the learners. They enhance learners’ capacity
to lead independent, productive lives. Content and concepts should be context-specific and
may include:
* health and hygiene promotion, including sexual and reproductive health and HIV and AIDS;
* child protection and psychosocial support;
* human rights education, citizenship, peace-building and humanitarian law;
* disaster risk reduction and life-saving skills, including education on landmines and
unexploded ordnance;
* culture, recreation, sports and arts, including music, dance, drama and visual arts; *
livelihoods skills and vocational and technical skills training;
* local and indigenous environmental knowledge;
* protection skills related to the specific risks and threats faced by girls and boys.
6. The psychosocial needs, rights and development of learners, teachers and other education
personnel should be addressed at all stages of emergency through to recovery. Education
personnel need training to recognize signs of distress in learners. They should be able to take
steps to address distress, including using referral mechanisms to provide additional support.
There should be clear guidelines for teachers, education support staff and community
members on providing psychosocial support to children inside and outside the class.
7. Language of instruction can be a divisive issue in multilingual countries and communities. To
minimize marginalization, decisions about language(s) of instruction should be made on the
basis of consensus, involving the community, education authorities and other relevant
stakeholders. Teachers should be able to teach in language(s) understood by learners and to
communicate with parents and the broader community.
8. Diversity should be considered in the development and implementation of educational
activities at all stages of emergency through to recovery. This means including learners,
teachers and other education personnel from different backgrounds and vulnerable groups
and the promotion of tolerance and respect.
Specific aspects of diversity may include:
* gender; * mental and physical disability;
* learning capacity;
* learners from diverse income groups;
* classes containing children of different ages;
* culture and nationality;
* ethnicity and religion.
9. Locally available learning materials for learners should be assessed at the beginning of an
emergency. For refugees or those who are displaced, this includes materials from their
country or area of origin. This includes accessible formats for learners with disabilities.
Relevant education authorities should be supported to monitor the storage, distribution and
use of materials.
Teaching and Learning Standard 2: Training,
Professional Development and Support
Teachers and other education personnel receive periodic, relevant and
structured training according to needs and circumstances.
Guidance notes

1. ‘Teacher’ - refers to instructors, facilitators or animators in formal and non-formal education programs. Teachers
may have different experience and training. They may be older learners or community members.

2. The development of formal training curricula and content - is the responsibility of education authorities. Curricula
and content should reflect the needs and rights of learners and the particular needs of education personnel in the
context within budget and time constraints.
Training content may include:
* core subject knowledge, such as literacy, numeracy and life skills appropriate to the
context, including health education;
* pedagogy and teaching methodologies, including positive discipline and classroom
management, participatory approaches and inclusive education;
* codes of conduct for teachers and other education personnel, including condemnation of
gender-based violence against learners and appropriate report and referral mechanisms;
* disaster risk reduction and conflict prevention principles;
* psychosocial development and support, including both learners’ and teachers’ needs and the
availability of local services and referral systems;
* human rights principles and perspectives and humanitarian law, to understand their meaning
and intention and their direct and indirect connection with learners’ needs and the
responsibilities of learners, teachers, communities and education authorities;
* other content appropriate to the context.
3. Training support and coordination: Whenever possible, education authorities should take
the lead in the design and implementation of formal and non-formal teacher training activities.
When education authorities are unable to lead this process, an inter-agency coordination
committee can provide guidance and coordination. Training plans should include in-service
training and, where necessary, the revitalization of teacher training institutions and university
education facilities. These institutions play a vital role in rebuilding a sustainable education
sector.
National education authorities and other relevant stakeholders should start a dialogue about
curricula for in-service teacher training and mechanisms for its recognition at the beginning
of an emergency response. Where possible, in-service training should be designed to fulfil
national requirements for qualified teacher status.
Local trainers should be identified to develop and implement appropriate training for teachers.
Capacity building of their facilitation and training skills may be needed. A balance of male and
female trainers and trainees should be promoted. Where limited numbers of trainers are
available, or they are inadequately trained, institutions providing in-service and pre-service
teacher training may be strengthened.
 This should be a coordinated effort by national and regional institutions and external agencies
such as UN agencies and NGOs. It may include:
* review of the teacher training curriculum and textbooks;
* inclusion of updated and emergency-related content;
* provision of practical teaching experience, such as serving as teaching assistants or interns.
Teaching and Learning Standard 3:
Instruction and Learning Processes
Instruction and learning processes are learner-centered, participatory and inclusive.
Guidance notes

1. Active engagement: Learners’ active engagement isimportant at every developmental and age level. Teaching should
be interactive and participatory, ensuring that all learners are involved in the lesson. It makes use of developmentally
appropriate teaching and learning methods. This may involve group work, project work, peer education, role-play,
telling stories or describing events, games, videos or stories. These methods should be incorporated into teacher
training, school textbooks and training programs. Existing curricula may need to be adapted to accommodate active
learning. Young children learn through play. Their learning should be based on active play and interaction. Guided play
may build skills and relationships with both peers and teachers. Parents and primary care-givers of very young children
should be supported to understand and apply:
the importance of being responsive and sensitive to the needs of the children;
ways to care for younger children;
play methods that actively engage children in the learning process and promote their development.
2. Barriers to learning: Teachers should be supported to talk with parents, community
members, education authorities and other relevant stakeholders about the importance of
formal and non-formal education activities in emergency settings. They may discussissues of
rights, diversity and inclusion and the importance of reaching out to children and young people
who are not taking part in education activities. These discussions are important to ensure that
people understand and support the inclusion of all children and the provision of appropriate
resource materials and facilities. Groups such as parent-teacher associations, school
management and community education committees may be mobilized to help identify barriers
to learning and to develop plans to address them at the community level.
3. Appropriate teaching methods: Education in emergencies through to recovery should offer
teachers in a formal education setting an opportunity for positive change. Teaching methods
may be changed to be adaptable and acceptable to the context and should address the rights,
needs, age, disabilities and capacities of learners. However, more participatory or learner
friendly teaching methods should be introduced with care and sensitivity. Implementation of
new methodologies, particularly during the initial stages of an emergency, may be stressful
even for experienced teachers. This may also affect learners, parents and community members
(see also INEE Guidance Notes on Teaching and Learning, available in the INEE Toolkit:
www.ineesite.org/toolkit).
Teaching and Learning Standard 4:
Assessment of Learning Outcomes
Appropriate methods are used to evaluate and validate learning outcomes.
Guidance notes

1. Effective assessment and evaluation methods and measures should be introduced and should consider the following:
relevance: tests and examinations are appropriate to the learning context and the age of learners (see also
guidance note 4 below);consistency: evaluation methods are known and applied in a similar way at all locations and
by all teachers; opportunity: absent learners are offered another chance for assessment;
timing: assessment occurs during and at the end of instruction; frequency: this may be affected by the
emergency;
safe and appropriate setting: formal assessments are conducted in a safe place by education personnel;
transparency: assessment results are shared and discussed with learners and, in the case of children, their
parents. External examiners are available for key stages of assessment where possible and appropriate;
accommodation of learners with disabilities: longer time is allocated, and skills and understanding are
demonstrated through appropriate alternative means (see also INEE Pocket Guide to Supporting Learning for
People with Disabilities, available in the INEE Toolkit: www.ineesite.org/toolkit).
2. Assessment results: In formal education programs, assessment is conducted so that
learners’ achievements and examination resultscan be recognized by the education
authorities. For refugees, efforts should be made to obtain recognition by the education
authorities in the country or area of origin. For technical and vocational education and
training, training service providers should ensure compliance with national certification
standards. Course completion documents may include diplomas and graduation certificates.

3. Assessment code of ethics: Assessment and evaluation should be developed and

implemented according to a code of ethics. This
means they should be fair, reliable and conducted in a way that does not increase fear or cause
distress. Learners should not be
harassed in return for good marks or promotions within a school or program. To help ensure
that these conditions are met, monitoring,
including spot-checking by supervisors and community members, may be helpful.
4. Relevance: The content of assessments and the processes used should be directly linked to
the materials that have been taught. Learning objectives and benchmarks should be identified
from the curriculum. When possible, assessments should be modified to reflect materials
taught rather than a standard curriculum, thereby reflecting actual learning rather than gaps
in teaching. Teachers and other education personnel should employ appropriate and easily used
assessment tools and methods. Guidance and training in the use of assessment tools will
enhance effectiveness. Community members may assist with assessment of learning progress
and effectiveness of teaching. This may be particularly beneficial in large or multi-grade
classes, or when learners need more individual attention.
THANK YOU AND
GODBLESS!
salamat lord mana hangak!