Foundational Areas of Work
Across humanitarian action, there are established best practices to ensure programs are context-specific, culturally responsive, effective, and efficient. Much of that is related to the process stakeholders take to determine the most effective and responsive programming, build relationships and work in a coordinated way with others to support families, schools / learning environments, and communities. Those practices and programming evolve as the context and needs of communities change across the life of a response.
The protection of affected populations and provisions of basic services are the responsibilities of a country’s government. Education and Protection Clusters/coordination mechanisms must consider how their activities strengthen and support the government’s immediate and long-term response abilities.
In refugee camp Alacha in eastern Chad, iACT is piloting an evolution of our community-led approach: one that begins not by creating something new for refugees, but by identifying and resourcing what already exists.While global humanitarian actors deliberate how best to support Sudanese refugees and...
This Terms of Reference (ToR) outlines how Education Cluster partners will conduct consultations with children as part of a broader needs assessment. It provides guidance on engaging girls and boys through safe, ethical, and participatory methods to better understand their experiences, education...
This training presentation provides practical guidance for enumerators facilitating child participation in Joint Education Needs Assessments (JENAs). It covers the principles of meaningful and ethical child participation, safeguarding and PSEA obligations, informed consent and assent, safe...
The purpose of this Quick Guide is to support Education Cluster Teams and Cluster partners wishing to integrate children’s participation and chid participation processes into coordinated needs assessments and analyses, particularly within Joint Education Needs Assessments (JENA). In addition to JENA...
Children, as an evidence-based resource for governments, international agencies, non-governmental organizations and individuals committed to preventing and responding to violence against children. Ten core agencies collaborated on its development, including the World Health Organization (WHO)...
The purpose of this toolkit is to support the design and implementation of M&E Frameworks for specific accelerated education programmes in order to support learning and accountability.The toolkit consists of a user manual plus five tools in a single Excel document (Annex 4) which are all editable...
Save the Children has developed a project that aims to link the global work done on protecting education from attack to what happens at school level in affected countries. Schools as Zones of Peace is a Save the Children led project that aims to secure boys and girls’ protection at school, and avoid...
Compelled by the rising threats to children and education as a result of climate change, increased conflict, and the COVID-19 pandemic, the Global Alliance for Disaster Risk Reduction and Resilience in the Education Sector (GADRRRES) revised its Comprehensive School Safety Framework (CSSF). The CSSF...
By the end of the session, students should be able to:Name five rights that children have.Describe Luminos Fund’s policy on corporal punishment in the classroom, and describe what they should do if they encounter corporal punishment in the classroom.Describe who a safe adult is and name a safe adult...
The Nine Basic Requirements for Meaningful and Ethical Child Participation is a key tool for ensuring quality child participation in any initiative with children. They are built on a foundation of what children have shared with adults over many years and we are truly thrilled to share this latest...
The Alliance is committed to capacity strengthening for the child protection in humanitarian action workforce. Together, we develop quality learning materials and deliver them through face to face, online and blended learning opportunities.The Alliance E-Learning Hub is home to all of the Alliance’s...
The Global Education Cluster and Global Child Protection Area of Responsibility have committed to work together to strengthen inter-sector coordination between child protection and education, and jointly developed a CP-EiE Collaboration Framework.The CP-EiE Collaboration framework supports Education...
Delivering effective education, especially in low-resourced settings, is hard. The fact that nine out of ten children in low-income countries cannot read by age 10 is a testament to this challenge. Adding to these difficulties is the reality that many, if not most, international education...
Hundreds of millions of children around the world are not learning despite being in school. It is estimated that 262 million children worldwide will reach the last grade of primary education but will not achieve the minimum proficiency levels in reading. To compound the problem, teachers are often...
USAID Education in Crisis and Conflict Network (ECCN) has developed a Safer Learning Environments (SLE) Assessment Toolkit. Three previous drafts of the toolkit have been piloted by teams in nine countries and the final version is ready to use. This version is a significant revision to the SLE...
The purpose of the toolkit is to provide guidance on how to develop and implement systems for monitoring child protection issues that affect children in humanitarian settings, as well as for monitoring the child protection response. Acknowledging the multifaceted nature of protection, this toolkit...
This document outlines some potential safeguarding risks of monitoring, evaluation, accountability, and learning (MEAL) and research activities, and provides suggestions of how to manage these activities so that they are as safe for affected children and adults as possible.This is guidance for Save...
The Measurement Library is a collection of measurement tools to assess children’s learning and holistic development and service provider quality in crisis contexts. The tools are meant to help education practitioners generate high-quality data to inform program planning and review.
This framework provides a way for education in emergency (EiE) stakeholders to demonstrate alignment with and progress towards the INEE Minimum Standards. Until now there has been no common set of indicators mapped against each standard; this tool fills that gap.The indicators are not intended to be...
This guidance note has been developed to support efforts to strengthen the meaningful participation, representation, and leadership of local and national humanitarian actors (L/NAs) within IASC humanitarian coordination structures. It draws on over 100 pieces of research and good practice to provide...
Cluster Coordination Performance Monitoring (CCPM) is a self-assessment exercise. Clusters monitor their performance against (i) the six core cluster functions set out in the Reference Module for Cluster Coordination at Country Level and (ii) accountability to affected populations. A country-led...
This report presents learning and recommendations from UNHCR, the Global Education Cluster and INEE on strengthening education in emergencies (EiE) coordination.
The 2030 Agenda for Sustainable Development calls repeatedly for transformed approaches to humanitarian work. Taking a community-led approach is a vital step toward implementing a transformational process that supports high levels of sustainability.The purpose of this chapter is to provide an...
Plan International has recently developed a multi-risk assessment to support those working before, during and after disasters in understanding the multiple risks in a child’s environment, including pre-existing risks and new risks that emerge during and after crisis situations and their impact on...
Accountability to Affected People (AAP) is widely used in the humanitarian community to refer to the related commitments and mechanisms humanitarian agencies have in place to ensure that communities are meaningfully and continuously involved in decisions that directly impact their lives. Accountabil...
This is the second booklet in a toolkit comprised of 6 booklets. The toolkit provides a conceptual framework for measuring children’s participation, together with guidance on how to undertake monitoring and evaluation and practical tools that can help you gather the information you need. It can be...
Throughout the world, more than 600 million young people live in fragile and conflictaffected contexts today. They are among the most affected by the multiple and often interlinked forms of violence – from political violence and criminal gangs to organized crime and terrorist attacks that plague...
This course contributes to building your capacity to promote, design and implement at-scale programming for meaningful adolescent participation and civic engagement. The course provides you with learning on the rational and conceptual underpinning of adolescent participation, the five key strategies...
At the outset of the COVID-19 pandemic, children and youth were facing unprecedented challenges caused by quarantine measures and school closure policies in nearly every country in the world.At the same time these challenges emerged, child-focused organizations found it harder than ever to...
In early 2022, Elevate Children Funders’ Group commissioned a research study to better understand child and youth participatory models used by funders. The resulting Funders’ Toolkit for Child and Youth Participation, co-created by an amazing group of young leaders, and with the guidance of an...
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