Sierra Leone “Emerging Issues” Teacher Training Programme

From the INEE newsletter a report from UNICEF

In 2008, UNICEF, together with the Sierra Leone Ministry of Education and the national Teacher Training institutions, developed the “Emerging Issues” Teacher Training Programme. The content of the “Emerging Issues” course includes Human Rights, Citizenship, Peace, Environment, Reproductive Health, Drug Abuse, Gender Equity and Disaster Management. The working group felt that methodology topics (Education Theory, Classroom Management, Teachers as Agents of Change) were vital for the teacher trainees as well.

this resource can be found here

Make it Right – Ending the Crisis in Girls’ Education

From the INEEnewsletter comes a report on the status of girls in education:(Global Campaign for Education and RESULTS Educational Fund)  

Using a rights-based framework, the report examines the efforts of 80 low income countries in making a full cycle of education available to girls. It finds that once girls get into school they face numerous challenges and are far less likely than boys to keep attending, achieve learning outcomes, and make progress to secondary education.

The full report is available here.   

Right to Education – UN General Assembly Report

The new INEE newsletter included this important report on the Right to Education. I am working on Inclusive Education which has, as its basis, every child’s right to education and an education of quality wherever they may live and whatever conditions affect their lives.(UN Special Rapporteur on the right to education)

This report by the UN Special Rapporteur on the right to education It is devoted to the issue of domestic financing of basic education. It details human rights obligations for financing education and provides practical examples of national legal frameworks that ensure domestic financing. The report also contains an update on the situation of education in emergencies. The Special Rapporteur underlines that the attention and funding dedicated to education in emergencies continue to be insufficient and inadequate, and calls for more investment in preventive efforts and for a better protection of education during armed conflict.

The full report is available here

e-Toolkit for Early Child Development (ECD) – new resource

From the latest INEE newsletter:

e-Toolkit for Early Child Development (ECD)

(Terre des hommes Italia)

This e-Toolkit on ECD has been developed as a result of two years working with preschool children in the Gaza Strip. The toolkit is made of four booklets that can be downloaded separately or all together.


This resource is available here.


World Mental Health Day

The theme of this World Mental Health Day, Monday 10 October 2011, is “Investing in Mental Health.” Financial and human resources allocated for mental health are largely inadequate, especially in contexts of emergencies and post-crisis reconstruction. According to the UN Secretary General, “We cannot expect improvement in global mental health statistics unless we increase financial and other support for promoting mental health and providing adequate services to those who need them.”


Photo courtesy of the International Rescue Committee

This month, INEE has launched a Thematic Spotlight on Psychosocial Support around World Mental Health Day to promote dialogue on mental health and psychosocial support through education in emergencies and post-crisis recovery. Children and youth are deeply affected by loss and trauma that can be brought on or exacerbated by natural disasters, armed conflict and poverty. Lack of perceived support from parents, classmates and teachers have shown an association with more post-traumatic stress and lower school performance. Conversely, psychosocial protection may be offered in schools through opportunities for self-expression, the expansion of social networks and access to structure and regular routines. By placing children in the social role of learners, education gives children a sense of purpose and self-worth.

Resources collected and collated by INEE

BRIEF: INEE Thematic Issue Brief: Psychosocial Support

This brief summarises the mainstreaming of psychosocial well-being in the INEE Minimum Standards Handbook.


TOOL: Guidance Note for Mental Health and Psychosocial Support: Haiti Earthquake Emergency Response, Inter-Agency Standing Committee, 2010.

This guidance is based on the IASC Mental Health and Psychosocial Support Guidelines in Emergency Settings and highlights those aspects of the Guidelines that are particularly relevant for the current response in Haiti. It also draws on knowledge and experiences of mental health and psychosocial support (MHPSS) responses in previous emergencies, including the 2004 tsunami response and the 2009 Gaza crisis.


TOOL: Six Orientations Mental Health and Psychosocial Support in Emergencies, Nancy Baron, IASC Reference Group on Mental Health and Psychosocial Support in Emergency Settings, January 2010.

This tool provides six sample Orientation Seminars for WASH, food security, education, donors, media, and general aid workers. It draws upon the IASC Guidelines on Mental Health and Psychosocial Support in Emergency Settings. The design follows six parts: 1. Assessment 2.Goals 3.Seminar Step-by-step 4.Monitoring of learning during the seminar 5.Evaluation and 6.Reading and Handouts.


TOOL: Orientation for Education Staff on Psychosocial Support and EducationNancy Baron, IASC Reference Group on Mental Health and Psychosocial Support in Emergency Settings, January 2010.

This tool is an example of an Orientation Seminar for members of the Education Cluster and/or other education actors. It draws upon the IASC Guidelines on Mental Health and Psychosocial Support in Emergency Settings, in particular the Education Action Sheet.


TOOL: Learning Spaces and School Facilities, Extracted from UNESCO IIEP’s Guidebook for Planning Education in Emergencies and Reconstruction, 2010.
This chapter contains a series of strategies to ensure access to safe learning spaces to provide for children’s daily basic needs during school hours as well as an excerpt of the Immediately, Sooner, Later Matrix of Response focused on site selection, shelter and furniture.


TOOL: Psychosocial Support to Learners, Extracted from UNESCO IIEP’s Guidebook for Planning Education in Emergencies and Reconstruction, 2010.

This chapter contains a summary of suggested strategies for providing psychosocial support to learners and guidance for implementing the suggested strategies (p. 113-19), a matrix of symptoms of distress (p. 120), and a series of best practices in providing psychosocial support (p. 121).


PRESENTATION: Psychosocial Support in EiE Transition: A View From UNICEF Programs in Iraq, Jordan & Sudan, Mike Wells, Global Consultation, 2009.

This presentation provides an overview of ISAC Guidelines on Mental Health and Psychosocial support on Emergencies Settings, School-based Program exemplars-UNICEF/Iraq, UNICEF/Jordan and UNICEF/Sudan and presents challenges and opportunities.


TOOLChild Psychosocial Distress Screener [CPDS], HealthNet TPO, 2008.
The CPDS is a multi-source instrument that assesses non-specific child psychosocial distress and the likelihood of need for psychosocial support/care. The instrument is developed as a primary screener in low-and middle-income settings, for children between 8 and 14 years old. The instrument has been used as a screener for a classroom-based psychosocial intervention (CBI), which in turn was part of a larger psychosocial care package.


PAPER: Children and the Sphere standard on mental and social aspects of health, Jodi Morris, Mark van Ommeren, Myron Belfer, Shekhar Saxena and Benedetto Saraceno, 2007.
This paper offers a child-focused review of the evidence for each of the interventions described as indicators for the Sphere standard on mental and social aspects of health. It suggests some, but limited, support for each of them.


TOOL: Inter-Agency Standing Committee (IASC) Guidelines on Mental Health and Psychosocial Support in Emergency Settings, IASC, 2007.

The IASC Guidelines enable humanitarian actors to plan, establish and coordinate a set of minimum multi-sectoral responses to protect and improve people’s mental health and psychosocial well-being in the midst of an emergency. The Guidelines offer essential advice on how to facilitate an integrated approach to address the most urgent mental health and psychosocial issues in emergency situations. Download the accompanying poster, here. The Guidelines are also available in  Arabic  |  French  | Nepali  |  Spanish 


TOOL: Eliminating Violence Against Children , UNICEF, 2007.
This handbook is designed to promote active and effective follow-up by parliaments and parliamentarians throughout the world to the recommendations of the United Nations Secretary-General’s Study on Violence against Children. The ultimate goal of this handbook is to move States rapidly towards the elimination of all forms of violence against children.


TOOL: A Toolkit on Positive Discipline: with Particular Emphasis on South & Central Asia, Save the Children, 2007.

This toolkit was developed by a regional group of experienced people working to end physical and humiliating punishment. This chapter looks at the complex matrix of power relations, violence and abuse that underline physical and psychological punishments and presents a series of arguments for ending physical and psychological punishment.


REPORT: Where the Heart Is: Meeting the psychosocial needs of young children in the context of HIV/AIDS, Linda Richter, Geoff Foster and Lorraine Sherr, Bernard van Leer Foundation,2006.

This report is an output of a series of workshops on psychosocial support held in 2004-2005 by the Bernard van Leer Foundation and the Coalition on Children Affected by AIDS. The authors discuss the issues surrounding psychosocial care and support for children made vulnerable by the HIV/AIDS pandemic and make recommendations for future priorities and programming directions.


TOOL: Creating Healing Classrooms: Tools for Teachers & Teacher Educators, International Rescue Committee, Child and Youth Protection and Development Unit, 2006.

This document is a collection of some of the tools and ideas behind the innovations in teacher support and development that have been created and piloted through the International Rescue Committee’s (IRC) Healing Classrooms Initiative. It is intended to serve as a resource for IRC staff working to improve their programs related to teacher support and development, as well as education program and policy makers in other agencies and organizations.


PAPER: Stressors, Supports and the Social Ecology of Displacement: Psychosocial Dimensions of an EmergencyTheresa Stichick Betancourt, 2005.

This study explored the psychosocial benefits of an emergency education intervention serving adolescents displaced by the war in Chechnya. It set out to describe key stressors and sources of social support available to youth served by the International Rescue Committee’s (IRC) emergency education program.


TOOL: Teacher Training: Psychosocial Support, Norwegian Refugee Council (NRC), 2005.
This module looks at the role of schools and teachers in understanding and responding to the psychosocial needs of traumatised children. This includes information on guidance and counseling of children.


REPORT: Education for All in the Conflict Zones of Uganda, Martha Bragin, 2004.
This report, which targets CBOs, NGOs, social workers, and policymakers, proposes a way forward to achieve Education For All (EFA) in war-affected areas through a continuum strategy of more effective education. Sections of interest include pp. 34-50, which contains 16 handouts for teachers and community workers on “Basic Concepts in Psychosocial Work with Children Affected by Armed Conflict” and pp. 25-33 which contains a guide for focus groups on “Learning about community concepts of child development and well being.”


TOOL: Evaluating the Psycho-Social Environment of Your School, FRESH Tools for Effective School Health, UNESCO, 2004.
This tool contains a Psychosocial Environment Profile questionnaire, developed by the World Health Organization, to evaluate the extent to which a school’s environment contributes to the social and emotional well-being of its students and staff. It includes instructions for scoring the questionnaire, and for using the findings to plan and undertake corrective actions.


BRIEF: Safe Spaces, Extracted from Save the Children’s Education in Emergencies Toolkit, 2003

This brief provides a definition of safe spaces and strategies for ensuring a safe school building (community responsibility, classrooms, furniture, drinking water, latrines), safety around the school (routes to and from school, UXOs, sanitation, recreation space) and in the school (food for education, health promotion and care, walls and décor) and in the classroom, in terms of avoiding politicisation of what is taught and in the way a teacher disciplines the students.



World Teachers’ Day, tomorrow, October 5, 2011, celebrates the essential role of teachers in providing quality education at all levels and commemorates the anniversary of the 1966 signature of the UNESCO/ILO Recommendation Concerning the Status of Teachers. Teachers play a crucial role during and after disasters and conflict by providing learners the opportunity for continuity in school, which can lead to a greater sense of hope and psychosocial support during an otherwise tumultuous time. Teachers also play an important role in transmitting cultural and social values such as tolerance, dialogue and gender equality. This year World Teachers’ Day events focus on the theme “Teachers for Gender Equality.”

INEE has produced a number of publications that support teachers in the most difficult circumstances:

INEE Pocket Guide to Gender – Equality in and through EducationOutlines useful principles for a gender-responsive approach to guide all education programming, and provides responses to some of the most common misconceptions and arguments against gender mainstreaming in the education sector. It then gives concrete strategies and actions for putting gender equality into practice in the major domains of education.Download the INEE Pocket Guide to Gender in English and French.

NOW AVAILABLE: INEE Guidance Notes on Teaching and Learning in PDF and print in French, Spanish and forthcoming in Arabic!

These Guidance Notes 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 Teachers’ Users Guide (Appendix 8, pages 63-70) is designed to be used by teachers and teacher trainers. It offers practical tips for teachers to keep in mind when planning and supporting classes in crisis settings.

Click here to learn more about the Teaching and Learning initiative, including related case studies and training materials

INEE Guidance Notes on Teacher Compensation
These Guidance Notes, available in English, French, Spanish and Arabic, provide guidance on the policy, coordination, management and financial aspects of teacher compensation, but also on teacher motivation, support and supervision.

Download here.

INEE Minimum Standards Toolkit Thematic Guide on Teachers and other Education Personnel

To help contextualise the good practice guidance within the INEE Minimum Standards, this Thematic Tool Guide contains practical field-friendly tools, guidelines, checklists, case studies and good practices linked to specific Minimum Standards relating to how to train, manage, compensate and monitor teachers and other education personnel, providing them with the necessary materials, support and supervision.

Download here

Request hardcopies of all of these tools on the INEE website and email materials@ineesite.orgwith any questions.  

Understanding the Role of Teacher Policy and Programming in Fragility

INEE presented this paper at the Third International Policy Dialogue Forum of the Task Force on Teachers for EFA, 12-13 September 2011. It explores how policy and programming related to teachers can impact on education’s potential to either mitigate or exacerbate conflict and fragility in situations considered post-conflict/ post-disaster. The paper applies country-level research to provide recommendation for fragility mitigating teacher policies and programming good practices and also identifies gaps in knowledge for additional research.