Year: 2010
Agency: UNESCO
Full Citation: UNESCO-IIEP. (2010). Guidebook for planning education in emergencies and reconstruction. Paris, France: International Institute for Educational Planning. Retrieved from
Overview: The Guidebook for planning education in emergencies and reconstruction helps the International Institute for Educational Planning accomplish its mission of strengthening the national capacities of UNESCO Member States in the fields of policy-making, educational planning and administration.
  • Section 1: Overview - prevention of conflict, disaster preparedness, challenges of emergencies and reconstruction, capacity building
  • Section 2: Access and inclusion - rural populations, gender, ethnicity/political affiliation/religion, children with disabilities, former child soldiers, learning spaces and school facilities, open and distance learning, technology, non-formal education, early childhood development, post-primary education
  • Section 3: Teachers and learners - identification, selection and recruitment of teachers; teacher motivation, compensation and working conditions; measuring and monitoring teachers' impact; teacher training; psychosocial support to learners
  • Section 4: Curriculum and learning - curriculum content and review processes, health and hygiene education, HIV prevention education, environmental education, landmine awareness, education for life skills: peace, human rights and citizenship, vocational education and training, textbooks, educational materials and teaching aids
  • Section 5: Management capacity - needs assessment, planning, legal frameworks, community participation, EMIS, budget, human resources, donor relations, coordination
Every section consists of several chapters pertaining to the theme of the section. Each chapter starts with an overview of the context and the factors that influence educational response in relation to that topic: context and challenges. Next, each Guidebook chapter provides suggestions regarding possible strategies – actions that may be taken by the educational authorities to deal with these problems.
  • In most chapters there is a list of ‘Tools and resources’ that can be utilized when implementing some of the suggested strategies. ‘Tools and resources’ contain an explanation of important concepts, action check-lists and a wide variety of tools used in planning and managing education.
  • In each chapter, there are a number of useful case studies of how different countries have addressed the challenges under discussion.

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