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.
Supporting Collaborative and Joint MEAL in Integrated Child Protection and Education Programming is a practical supplementary collection designed to help practitioners strengthen Monitoring, Evaluation, Accountability, and Learning (MEAL) across Child Protection in Humanitarian Action (CPHA) and...
This practical tools package supports rapid, safe, and meaningful consultations with children during humanitarian rapid responses. It includes a child-friendly consultation guide, a transcription and analysis database, and a ready-to-use evidence brief template to help teams quickly gather, analyse...
Save the Children commissioned this study, with funding from SC Denmark and the Hau’oli Mau Loa (HML) foundation, to assess the added value of child-centered, community-based, gender-sensitive AA, and explore good practice examples for scaling up. It specifically aims to:Consolidate findings from...
This Handbook is intended to guide EiEPC programmes and organizations – including ECW grantees – who conduct an HLOM. It outlines the approach used in the ECW-funded HLOM programme and serves as a guide for other organizations conducting an HLOM for the first time or as part of a repeated effort. Th...
The purpose of a desk review is to compile existing data in a user-friendly format. It usually includes data from (no more that 5 years) before the crisis as well as post-crisis data. Ideally a desk review should be undertaken during the preparedness phase and supplemented with new information after...
Following the 2019 annual meeting of the Global Education Cluster, which focused on the protective role of education, the Child Protection Area of Responsibility (AoR) and the Education Cluster affirmed their shared commitment to strengthening coordination between their sectors. This momentum led to...
This resource presents a U-Report questionnaire developed in the Democratic Republic of the Congo (DRC) to monitor school re-enrolment following the start of the 2023 school year. The questionnaire gathers community-level insights on children aged 6–17 who are not attending school, explores key...
Learning Assessment in Emergencies – Part 1 introduces key approaches and tools for assessing learning in crisis contexts, with a focus on national assessments. Designed for Education Cluster coordinators and partners, this slide deck explores why learning assessment matters in emergencies, how to...
The first years of life are the most important for a child’s development, making young children vulnerable to emergencies. Caregivers are instrumental in safeguarding young children, but are often unable to provide nurturing support due to their own challenges like poor mental health, limited...
The IASC PSEA Core Indicators assist countries to track and measure progress against the required minimum PSEA actions, as reflected in the UNCT/HCT PSEA Action Plan Template. The Guidance Note supports Resident Coordinators/ Humanitarian Coordinators (RC/HCs), United Nations Country Teams (UNCTs)...
Education Cannot Wait (ECW) 's landmark Technical Guidance Note on Mental Health and Psychosocial Support (MHPSS) in Education in Emergencies and Protracted Crises (EiEPC) provides practical guidance to grantees to ensure children and adolescents receive a holistic education that protects and...
The Comprehensive School Safety Targets and Indicators are the product of global consultative processes with subject matter experts in the various aspects of Comprehensive School Safety and provide guidance to measure progress towards the Comprehensive School Safety goals.The Targets and Indicators...
Of the 46 indicators created, ECCN selected 16 recommended indicators for which we have drafted Performance Indicator Reference Sheets. To create this short list, ECCN asked CSE experts to select indicators based on their probable relevance to a range of EiCC projects as well as their potential to...
To provide protection from sexual exploitation and abuse (PSEA) by own personnel the compliance with a set of Minimum Operating Standards for PSEA (MOS‐ PSEA) is required. The IASC MOS‐PSEA are modelled after the well‐known Minimum Operating Security Standards for Staff Safety (or MOSS) compliance...
Limitations of data collection and monitoring mechanisms around school-related gender-based violence are widely acknowledged. A Whole School Approach to Prevent School-Related Gender-Based Violence: Minimum Standards and Monitoring Framework provides a framework to guide policymakers and...
This Global Programmatic Framework and Benchmarking Tool provides guidance on how to translate the Safe to Learn Call to Action into practical actions; highlight technical resources to assist in the design of interventions; and sets out a suggested framework for monitoring and tracking results.It is...
With the view of making schools safe, Safe to Learn members developed their joint programmatic and advocacy objectives in a five-points Call to Action, indicating what needs to happen for children to be safe to learn: 1) Implement policy and legislation; 2) Strengthen prevention and response at the...
The purpose of this document is to provide guidance and support to the implementers of education interventions, partner governments, and funders of education reform as they consider research priorities and learning agendas to achieve SDG 4: ensure inclusive and equitable quality education and...
The Monitoring, Evaluation, Accountability and Learning (MEAL) tools for We Thrive focus ontracking two areas: i) project implementation fidelity (attendance, facilitation, etc), and ii) experiences of children and adolescents attending the group sessions. These primary foci arenecessary for...
This Theory of Change shows how resources, community, and supportive systems come together to help children grow into informed, empathetic, and justice-oriented leaders.
The theory of change to prevent and respond to child marriage in humanitarian and forced displacement settings has been developed as part of a collaboration between Plan International (Plan) and Save the Children (SC). The theory of change (TOC) is premised on research conducted on child marriage in...
The Menu of Measures on Gender-Based Violence Risk Mitigation in the Education in Emergencies Sector offers a compilation of validated indicators and accompanying guidance to track the effectiveness of GBV risk mitigation interventions in education in emergencies programming. This tool aims to equip...
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...
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 Accelerated Education Programme (AEP) Monitoring & Evaluation (M&E) Toolkit was created by the AEWG for AEP implementers, evaluators, and agencies. The purpose of this toolkit is to support the design and implementation of M&E Frameworks for specific accelerated education programmes in order to...
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