'Education in emergencies' refers to the quality Key Actions

learning opportunities for all ages in situations of

1. A range of community members participate
crisis, including early childhood development,
actively in prioritizing and planning
primary, secondary, non-formal, technical,
education activities to ensure safe,
vocational, higher and adult education. Education
effective and equitable delivery of
in emergencies provides physical, psychosocial,
education
and cognitive protection that can sustain and save
2. Community education committees include
lives. Common situations of crisis in which
representatives of all vulnerable group
education in emergencies is essential include
3. Children and youth participate actively in
conflicts, situations of violence, forced
the development, implementation,
displacement, disasters, and public health
monitoring and evaluation of education
emergencies. Education in emergencies is a
activities
wider concept than 'emergency education
4. A wide range of community members
response' which is an essential part of it. The
participate in assessments, context
rights of children and young people are not
analyses, social audits of education
suspended during an emergency. This includes
activities, joint budget reviews, and
the right to education. Quality education protects
disaster risk reduction and conflict
cognitive development and supports psychosocial
mitigation activities
well-being. In times of crisis, it offers children a
5. Training and capacity building
sense of hope.
opportunities are available to community
The promise of Sustainable Development Goal members
4 (UN, 2015), to ensure inclusive and equitable
Community Participation Standard 2: Resources
quality education for all by 2030 will not be
achieved without a much greater commitment to Community resources are identified, mobilised
planning, prioritizing, and protecting education and used to implement age-appropriate learning
particularly in conflict and crisis contexts. opportunities.
Five Domains in Education in Emergencies Key Actions
1. foundational standards, 1. Communities, education personnel and
2. access and learning environment, learners identify and mobilize local
3. teaching and learning, resources to strengthen access to quality
4. teachers and other education personnel, education
5. education policy. 2. Education authorities, the local community
and humanitarian stakeholders recognize
existing skills and knowledge and design
Domain 1: Foundational Standards
education programmes to maximize the
This domain details standards for Community use of these capacities
participation: participation and resources; 3. National authorities, the local community
Coordination, Analysis: assessment, response and humanitarian stakeholders use
strategies, monitoring, evaluation. community resources to develop, adapt
and deliver education that incorporates
The standards described here are critical for an
disaster risk reduction and conflict
effective education response. They are the basis
mitigation
for the application of the standards for Access
and Learning Environment, Teaching and Coordination Standard 1: Coordination
Learning, Teachers and Other Education
Coordination mechanisms for education are in
Personnel, and Education Policy.
place and support stakeholders working to ensure
Community Participation Standard 1: Participation access to and continuity of quality education.
Community members participate actively, Key Actions
transparently and without discrimination in
1. Education authorities, which are responsible
analysis, planning, design, implementation,
for fulfilling the right to education, assume a
monitoring and evaluation of education responses
 leadership role for education response, 6. A comprehensive assessment of education
including convening and participating in needs and resources for the different levels
coordination mechanisms with other and types of education is undertaken with
education stakeholders the participation of key stakeholders
2. An inter-agency coordination committee 7. An inter-agency coordination committee
coordinates assessment, planning, coordinates assessments with other
information management, resource sectors and relevant stakeholders, to avoid
mobilisation, capacity development and duplication of efforts
advocacy
3. A range of levels and types of education are
considered in coordination activities Analysis Standard 2: Response Strategies
4. Education authorities, donors, UN agencies,
NGOs, communities and other stakeholders Inclusive education response strategies include a
use timely, transparent, equitable and clear description of the context, barriers to the
coordinated financing structures to support right to education and strategies to overcome
education activities those barriers.
5. Transparent mechanisms for sharing Key Actions
information on the planning and
coordination of responses exist within the Response strategies reflect assessment findings
coordination committee and across 1. Education responses progressively meet
coordination groups the needs of affected populations for
6. Joint assessments are carried out to identify inclusive and quality education
capacities and gaps in education response 2. Response strategies are designed and
7. All stakeholders adhere to the principles of implemented in ways that do not harm the
equality, transparency, responsibility and community or providers and do not worsen
accountability to achieve results the impact of the emergency
3. Information collected from the initial
assessment and context analysis is
Analysis Standard 1: Assessment regularly updated with new data to inform
Timely education assessments of the emergency ongoing education responses
situation are conducted in a holistic, transparent 4. Response strategies include capacity
and participatory manner. building to support education authorities
and community members to carry out
Key Actions assessments and implement response
activities
1. An initial rapid education assessment is
5. Education responses complement and are
undertaken as soon as possible, taking into
harmonized with national education
account security and safety
programmes
2. The assessment collects disaggregated
6. Baseline data are collected systematically
data that identify local perceptions of the
at the start of a programme
purpose and relevance of education,
barriers to access to education and priority
educational needs and activities
3. Local capacities, resources and strategies Analysis Standard 3: Monitoring
for learning and education are identified, Regular monitoring of education response
prior to and during the emergency activities and the evolving learning needs of the
4. Context analysis is conducted to ensure affected population is carried out.
that education responses are appropriate,
relevant and sensitive to the potential for Key Actions
risks and conflict 1. There are effective systems for regular
5. Representatives of the affected population monitoring of education response activities
participate in the design and in emergency situations through to
implementation of data collection recovery
 2. Education response activities are 3. Barriers to enrolment, such as lack of
monitored to ensure the safety and security documents or other requirements, are
of all learners, teachers and other removed
education personnel 4. A range of flexible, formal and non-formal
3. Vulnerable people are regularly consulted, education opportunities is progressively
trained in data collection methodologies provided to the affected population to fulfil
and involved in monitoring activities their education needs
4. Disaggregated education data are 5. Through sensitisation and training, local
systematically and regularly collected and communities become increasingly involved
inform education responses in ensuring the rights of all children, youth
5. Education data are analysed and shared at and adults to quality and relevant
regular intervals with all relevant education
stakeholders, especially affected 6. Sufficient resources are available and
communities and vulnerable groups ensure continuity, equity and quality of
education activities
7. Learners have the opportunity to enter or
Analysis Standard 4: Evaluation re-enter the formal education system as
soon as possible after the disruption
Systematic and impartial evaluations improve caused by the emergency
education response activities and enhance 8. The education programme in refugee
accountability contexts is recognised by the relevant local
Key Actions education authorities and the country of
origin.
1. Regular evaluations of education response 9. Education services for disaster-affected
activities produce credible and transparent populations do not negatively impact host
data and inform future education activities populations.
2. All stakeholders, including representatives
of the affected community and education
authorities, are involved in evaluation Standard 2: Protection and Well-being
activities
3. Lessons and good practices are widely Learning environments are secure and safe, and
shared and inform future advocacy, promote the protection and the psychosocial well-
programmes and policies being of learners, teachers and other education
personnel.
Key Actions
Domain 2: Access and Learning Environment
1. The learning environment is free from
Standards in this domain focus on access to safe sources of harm to learners, teachers and
and relevant learning opportunities. They highlight other education personnel
critical linkages with other sectors such as health, 2. Teachers and other education personnel
water and sanitation, nutrition and shelter that acquire the skills and knowledge needed to
help to enhance security, safety and physical, create a supportive learning environment
cognitive and psychological well-being. and to promote learners’ psychosocial well-
Standard 1: Equal Access being
3. Schools, temporary learning spaces and
All individuals have access to quality and relevant child-friendly spaces are close to the
education opportunities. populations they serve
Key Actions 4. Access routes to the learning environment
are safe, secure and accessible for all
1. No individual or social group is denied 5. Learning environments are free from
access to education and learning military occupation and attack
opportunities because of discrimination 6. The community contributes to decisions
2. Learning structures and sites are about the location of the learning
accessible to all environment, and about systems and
 policies to ensure that learners, teachers These standards focus on critical elements that
and other education personnel are safe promote effective teaching and learning, including
and secure curricula, training, professional development and
7. Safe learning environments are maintained support, instruction and learning processes, and
through disaster risk reduction and assessment of learning outcomes.
management activities
Standard 1: Curricula
Culturally, socially and linguistically relevant
Standard 3: Facilities and Services curricula are used to provide formal and non-
formal education, appropriate to the particular
Education facilities promote the safety and well-
context and needs of learners.
being of learners, teachers and other education
personnel and are linked to health, nutrition, A curriculum is a plan of action to help learners to
psychosocial and protection services. improve their knowledge and skills. It applies to
both formal and non-formal education
Key Actions
programmes and needs to be relevant and
1. 1.Learning sites and structures are safe adaptable to all learners. It includes learning
and accessible for all learners, teachers objectives, learning content, assessments,
and other education personnel teaching methods and materials:
2. Temporary and permanent learning  ‘learning objectives’ identify the knowledge,
environments are repaired, retro-fitted or attitudes and skills that will be developed
replaced as needed with disaster-resilient through education activities to promote the
design and construction cognitive, social, emotional and physical
3. Learning spaces are marked by visible development of learners;
protective boundaries and clear signs.
 ‘learning content’ refers to subject areas
4. Physical structures used for learning sites
such as literacy, numeracy and life skills;
are appropriate for the situation and
include adequate space for classes,  ‘assessment’ refers to the measurement of
administration, recreation and sanitation what has been learned in the form of
facilities knowledge, attitudes and skills for the
5. Class space and seating arrangements learning content covered;
meet agreed ratios of space per learner  ‘teaching methods’ refer to the approach
and teacher in order to promote chosen for, and used in, the presentation
participatory methodologies and learner- of learning content to encourage the
centred approaches acquisition of knowledge and skills in all
6. Community members, including young learners;
people, participate in the construction and  ‘instructional material’ refers to books,
maintenance of the learning environment maps and charts, supplementary study
7. Adequate quantities of safe water and materials, teachers’ guides, equipment,
appropriate sanitation facilities are toys and other teaching and learning
provided for personal hygiene and materials.
protection, taking into account sex, age
and people with disabilities Curricula should be age-appropriate and
8. Skills-based health and hygiene education compatible with learners’ developmental level,
is promoted in the learning environment including their sensory, mental, cognitive,
9. School-based health and nutrition services psychosocial and physical development.
are available to address hunger and other Core competencies should be identifed before
barriers to effective learning and the development or adaptation of learning content
development and teacher training materials. ‘Core
10. Schools and learning spaces are linked to competencies’ of basic education are:
child protection, health, nutrition, social and
 functional literacy and numeracy;
psychosocial services
 the essential knowledge, life skills,
Domain 3: Teaching and Learning attitudes and practice required by learners
 to attain a life with dignity and to participate guidance, monitoring and classroom
actively and meaningfully as members of supervision
their community. 5. Through training and ongoing support,
teachers become effective facilitators in the
Key Actions
learning environment, using participatory
1. Education authorities lead the review, methods of teaching and teaching aids
development or adaptation of the formal 6. Training includes knowledge and skills for
curriculum, involving all relevant formal and non-formal curricula, including
stakeholders hazard awareness, disaster risk reduction
2. Curricula, textbooks and supplementary and conflict prevention
materials are appropriate to the age,
Standard 3: Instruction and Learning Processes
developmental level, language, culture,
capacities and needs of learners Instruction and learning processes are learner-
3. Formal curricula and examinations used in centred, participatory and inclusive.
the education of refugees and internally
Key Actions
displaced people are recognized by home
and host governments 1. Teaching methods are appropriate to the
4. Formal and non-formal curricula teach age, developmental level, language, culture,
disaster risk reduction, environmental capacities and needs of learners
education and conflict prevention 2. Teachers demonstrate an understanding of
5. Curricula, textbooks and supplementary lesson content and teaching skills in their
materials cover the core competencies of interaction with learners
basic education including literacy, 3. Instruction and learning processes address
numeracy, early learning, life skills, health the needs of all learners, including those
and hygiene practices with disabilities, by promoting inclusiveness
6. Curricula address the psychosocial well- and reducing barriers to learning
being and protection needs of learners 4. Parents and community leaders understand
7. Learning content, materials and instruction and accept the learning content and
are provided in the language(s) of the teaching methods used
learners
8. Curricula, textbooks and supplementary Standard 4: Assessment of Learning Outcomes
materials are gender-sensitive, recognize Appropriate methods are used to evaluate and
diversity, prevent discrimination and validate learning outcomes.
promote respect for all learners
9. Sufficient, locally procured teaching and Key Actions
learning materials are provided in a timely 1. Continuous assessment and evaluation of
manner learners’ progress towards established
Standard 2: Training Professional Development objectives inform teaching methods
and Support 2. Learners’ achievement is recognised and
credits or course completion documents are
Teachers and other education personnel receive provided accordingly
periodic, relevant and structured training 3. Graduates of technical and vocational
according to needs and circumstances. programmes are assessed to gauge the
Key Actions quality and relevance of the programmes
against the changing environment
1. Training opportunities are available to male 4. Assessment and evaluation methods are
and female teachers and other educational considered fair, reliable and non-threatening
personnel, according to needs to learners
2. Training is appropriate to the context and 5. Assessments are relevant to learners’ future
reflects learning objectives and content educational and economic needs
3. Training is recognized and approved by
relevant education authorities
4. Qualified trainers conduct training courses
that complement in-service training, support,
 Domain 4: Teachers and Other Education Support and supervision mechanisms for
Personnel teachers and other education personnel function
effectively
Standards in this domain cover administration and
management of human resources in the field of Key Actions
education. This includes recruitment and 1. Adequate teaching and learning materials
selection, conditions of service, and supervision and space are available
and support. 2. Teachers and other education personnel are
Standard 1: Recruitment and Selection involved in professional development that
contributes to their motivation and support
A sufficient number of appropriately qualified 3. A transparent, accountable supervisory
teachers and other education personnel are mechanism provides for regular assessment,
recruited through a participatory and transparent monitoring and support for teachers and other
process, based on selection criteria reflecting education personnel
diversity and equity. 4. Performance appraisals for teachers and
Key Actions other education personnel are conducted,
documented and discussed regularly
1. Clear, appropriate, non-discriminatory job 5. Students regularly have the opportunity to
descriptions and guidelines are developed provide feedback on the performance of
before the recruitment process teachers and other education personnel
2. A representative selection committee selects 6. Appropriate, accessible and practical
teachers and other education personnel psychosocial support is available to teachers
based on transparent criteria and an and other education personnel
assessment of competencies, taking into
account community acceptance, gender and
diversity
3. The number of teachers and other education
personnel recruited and deployed is
sufficient to avoid over-sized classes

Standard 2: Conditions of Work

Teachers and other education personnel have
clearly defined conditions of work and are
appropriately compensated.
Key Actions
1. Compensation systems and conditions of work
are coordinated among all relevant
stakeholders
2. Compensation and conditions of work are
described in contracts, and compensation is
provided regularly
3. Teachers and other education personnel are
allowed to organise to negotiate terms and Domain 5: Education Policy
conditions. Standards in this domain focus on policy
4. A code of conduct, which includes clear formulation and enactment, planning and
implementation guidelines, exists and is well implementation.
respected
Standard 1: Law and Policy Formulation
Education authorities prioritise continuity and
Standard 3: Support and Supervision recovery of quality education, including free and
inclusive access to schooling.
Key Actions
1. National education laws, regulations and
policies uphold the protected status under
international humanitarian and human rights
law of education facilities, learners, teachers
and other education personnel
2. National education laws, regulations and
policies respect, protect and fulfil the right to
education and ensure continuity of education
3. Laws, regulations and policies ensure that
every education facility rebuilt or replaced is
safe
4. Laws, regulations and policies are based on
an analysis of the context that is developed
through participatory and inclusive processes
5. National education policies are supported
with action plans, laws and budgets that allow
a quick response to emergency situations
6. Laws, regulations and policies allow schools
for refugees to use the curricula and
language of the country or area of origin
7. Laws, regulations and policies allow non-
state actors, such as NGOs and UN
agencies, to establish education in
emergency programmes

Standard 2: Planning and Implementation

Education activities take into account international
and national educational policies, laws, standards
and plans and the learning needs of affected
populations.
Key Actions
1. Formal and non-formal education
programmes reflect international and
national legal frameworks and policies
2. Planning and implementation of educational
activities are integrated with other
emergency response sectors
3. Emergency education programmes are
linked to national education plans and
strategies and are integrated into longer-
term development of the education sector
4. Education authorities develop and
implement national and local education
plans that prepare for and respond to future
and current emergencies
5. Financial, technical, material and human
resources are sufficient for effective and
transparent d