MHPSS and EIE Toolkit

INEE Minimum Standards for Education: Preparedness, Response, Recovery

The INEE Minimum Standards Handbook contains 19 standards organised within five domains, each with accompanying key actions and guidance notes. The handbook aims to enhance the quality of educational preparedness, response and recovery; increase access to safe and relevant learning opportunities for all learners, regardless of their age, gender or abilities; and ensure accountability and strong coordination in the provision of education in emergencies through to recovery. These minimum standards are designed for use in crisis response in a range of situations, including disasters caused by natural hazards and conflict, slow- and rapid-onset situations and emergencies in rural and urban environments. This document is the first step toward ensuring that education initiatives in emergency situations provide a solid basis for post-conflict and post-disaster reconstruction. Two standards with particular links to MHPSS are Access and Learning Environment Standard 2: Protection and Well-being (p61) and Standard 3: Facilities and Services regarding referrals (p72).

Education in Emergencies Competency Framework

The EiE Competency Framework builds on the INEE Minimum Standards (see above) to describe expected standards of performance across six domains: humanitarian guiding principles, foundational standards, access and learning environment, teaching and learning, teachers and other educational personnel, and education policy. For each competency three different levels are outlined. The framework provides a common lexicon for core humanitarian and technical competencies. It is intended to inform staff recruitment, learning and professional development, performance management, planning, and organizational design. It aims to advance the accountability, effectiveness, and predictability of educational preparedness, response and recovery for affected populations. Competencies in Domain 2 within subsections on Equal Access, Protection and Wellbeing, and Facilities and Services have particular overlap with MHPSS (p12-13).

The Measurement Library

This library contains a collection of measurement tools to assess children’s learning and holistic development, and the quality of service provision in crisis contexts. The measures have been selected and tested by the Evidence to Action: Education in Emergencies (3EA) MENAT Consortium. It is meant to help key stakeholders generate high-quality data to reflect on their work and identify critical gaps and solutions.

SEL and PSS Measurement and Assessment Tools in Education in Emergencies: Identifying, Analyzing, and Mapping Tools to Global Guidance Documents

This document covers programmatic measurement approaches, global measurement frameworks, assessment tools, and monitoring and results frameworks. It aims to map what constitutes quality and equitable education in emergencies and how it can be assessed at the program and individual learning levels. It also aims to inform on the linkages between measurement at the programme or national level and global measurement frameworks. It includes a set of profiles of measurement and assessment tools; a summary table for looking across measurement and assessment tools and guidance documents; and a set of profiles on programmatic approaches to SEL and PSS.

Education in Emergencies (EiE) Online Course

This free course explicitly links to the INEE Competencies Framework and is primarily designed to help education in emergencies (EiE) and education practitioners improve their overall understanding of EiE and knowledge of specific EiE topics and areas. It contains six modules in 35 units, covering: the concept and rationale of EiE; cross-cutting issues related to protection, safeguarding, gender, ability, status and contextualisation needs; assessment and data analysis; how EiE can contribute to children’s physical and psychological protection and wellbeing; teaching and learning in emergencies; and engagement with parents, communities, education authorities and coordination mechanisms. It may also serve as a useful resource for those working in other areas who are wanting to improve their understanding of the sector through this intermediate-level content.

INEE Minimum Standards Indicator Framework

This framework provides a common set of indicators mapped against each of the INEE Minimum Standards for stakeholders to demonstrate alignment with and progress towards them. It can be used by implementers and donors alike, at any stage of the program cycle. The intention is for EiE stakeholders to adapt the framework for their own use and context, while still working under the overall framework of the INEE Minimum Standards. Each user can decide what information is most relevant to collect and share for their own use, or for reporting to donors and/or emergency-affected communities.

EiE Harmonized Training Package

This training package consists of 19 modules regarding Education in Emergencies, covering: the rationale for EiE and the INEE framework and minimum standards; technical components; the INEE guidance notes on teaching and learning; assessment, planning, monitoring and evaluation; coordination and linkage with other sectors; contingency planning and managing transitions; advocacy; risk reduction; human rights; inclusive education; gender responsive education; youth and adolescents; early childhood development; and extended modules on PSS and SEL, and on conflict-sensitivity in education. The materials include PPTs, Facilitator Guides and exercises as well as guidance on adapting the training materials.

INEE Guidance Notes on Teaching and Learning

These Guidance Notes build on the INEE Minimum Standards and articulate good practice on critical issues related to curricula adaptation and development; teacher training, professional development and support; instruction and learning processes; and the assessment of learning outcomes. The Guidance Notes identify mechanisms, approaches, and tools to help relief agencies, teacher colleges, and education ministries address the complex issues surrounding curriculum assessment, development, monitoring and evaluation in contexts affected by crisis.

Education in Emergencies Framing Document

This Framing Document defines Save the Children’s approach to Education in Emergencies. It sets out five key principles for EiE to be child-focused, child-rights informed, focussed on children’s wellbeing and learning, the continuity of learning and building back better. It provides a conceptual framework that covers intended outcomes, foundations, components and examples of recommended interventions, in relation to three tiers of Wellbeing, Literacy and Numeracy. It aims to enable readers to understand the impact of emergencies on children’s education, the principles and framework that guide all Save the Children’s EiE responses, and to provide links to ‘how to’ guidance for selection and sequencing of EiE interventions. The framework is part of an EiE Essential Resource Pack, which includes a Toolkit and an online library (see Linked Resources section).

Education in Emergencies Toolkit

The EiE Toolkit is part of the EiE Essential Resource Pack. It provides detailed guidance and a systematic and tools-based approach to analysing EiE needs, designing and implementing programmes. The Toolkit includes step-by-step guidance for selecting and sequencing interventions according to context. The toolkit is part of an EiE Essential Resource Pack, which includes a Framing Document and an online library (see below).

SPEL Guidance for Country Offices: Community-based action planning for Safe and Protective Environments for Learning (SPEL)

This guidance for Save the Children’s Country Offices outlines the key steps in developing an action plan for Safe and Protective Environments for Learning (SPEL). It is based on the earlier safe schools programming developed by Save the Children. Its five steps include: building stakeholder support; exploring the meaning of safety and child protection in schools; harmonizing priorities; ensuring accountability; and developing SPEL action plans. These steps can be incorporated within any process of community mobilization for education. The tools and resources can be used to advocate for school safety and as part of global efforts to protect education from attack.

Improving Learning Environments Together in Emergencies (ILET) Package

Available in Arabic, English French and Spanish from the online resource page. This resource is a detailed training package on using assessments for improving learning environments in humanitarian contexts through community participation. ILET empowers communities to improve the quality of the learning environment through a data-driven, participatory, sustainable process of planning and implementing School Improvement Plans. ILET offers a set of easy-to-use data collection tools, real-time analysis, and visualization via a user-friendly web-based platform with both mobile and paper data collection features. Collecting data and sharing results with the communities in a timely manner enforces transparency, increases accountability and ownership and stimulates the creation of local solutions. The ILET package consists of three pillars: 1. Guidance Documents: the Overview Document, Step by Step Guide, Training Manual (including training handouts + training powerpoint) 2. Data Management: Data Management Platform, Data Management Handbook, Data Collection Tools 3. Program Templates: School Findings Cards, School Improvement Plan Poster, in addition to program management templates such as results framework and budget samples.

The Good School Toolkit

The Good School Toolkit is a detailed set of resources that aims to help teachers and administrators create a violence-free learning environment where students can develop their skills and confidence and become constructive, creative, and thoughtful members of their community. The toolkit is divided into six steps, which are to be followed systematically as each step feeds into the other as well as the three objectives: to equip teachers for increasing student confidence and success; to create a learning environment that is safe and respectful; and to support the administration in becoming more transparent and accountable.

Guidebook for Planning Education in Emergencies and Reconstruction

This detailed guidebook aims to support educational authorities in providing equal access to quality education for children affected by conflict or disaster, noting that this can provide a unique opportunity to reform an education system. Intended primarily for ministry of education staff, it also serves educational planners and practitioners at all levels. Each chapter identifies strategies or policy options that have already proven successful in different contexts. The guidebook is divided into five major sections: general overview; access and inclusion; teachers and learners; curriculum and learning; and management capacity. This revised edition chapters on ethnicity/political affiliation/religion, children with disabilities, learning spaces and school facilities, early childhood development, and coordination and communication have all been updated. New chapters on prevention of conflict and preparedness for disaster and technology have also been added. Chapter 3.5 is on ‘Psychosocial Support to Learners’.

Global Education Cluster Toolkit

This resource is an e-toolkit for Education Clusters in humanitarian emergencies to support effective cluster coordination and information management. Users can access the interactive toolkit to navigate through the different phases of the Humanitarian Programme Cycle to find associated guidance, tools, templates, resources, and vetted country examples.

Education Cluster Coordinator Handbook

This handbook provides guidance on the specific functions of the Education Cluster including information management, needs assessment, monitoring and reporting, response planning, and advocacy. It highlights the overarching principles and standards applicable to Education in Emergencies and suggests how coordinated and collaborative efforts of cluster partners, in partnership with government, can contribute to an effective and efficient education sector response. Intended for use as a reference, the handbook provides guidance, tips, and practical tools and resources. Designed for application in different emergency and country contexts, the handbook includes information, guidance and resources relevant to rapid-onset, conflict-related, and complex emergencies.

P.O.W.E.R. Play Opportunities for Wellness and Education Resource

This resource is a collection of previous and new play-based learning activities. All learning activities are play-based and cover the following topics: health and psychosocial wellbeing, cognitive development, social development, emotional development, gender and child protection. Each activity includes the appropriate age, the time, the number of players and the materials needed. In addition, this resource also includes guidance for facilitators on the following topics: keeping children safe, child agency, psychosocial wellbeing play, gender responsive play, and children with disabilities and play.

Early Childhood Development in Emergencies Manual

This manual provides guidance on how to assess needs, design and implement Early Childhood Development in Emergencies (ECDiE). It covers four components: early learning and stimulating environments, positive child-caregiver interaction, protective environments, and holistic child wellbeing. Section one explains these four components, including guidance on what to consider when designing ECDiE programmes and how to best support early learning. Section two incorporates the core components of ECDiE into the program design cycle, focusing on the assessment, program design and implementation. Links to further guidance and resources are given at the end of the document.