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International Network for Education in Emergencies (INEE): The global network of UN agencies, NGOs, donors, governments, universities, schools, and affected populations working together for quality education in emergencies and post-crisis recovery. INEE supports agencies with community building, knowledge management, advocating and amplifying ideas and knowledge, facilitating collective action, and resources and support for EiE.

INEE Minimum Standards: The ‘INEE Minimum Standards for Education: Preparedness, Response, Recovery’is the only global tool that articulates the minimum level of educational quality and access in emergencies through to recovery (think the Sphere Standards but for education!).  The Handbook is designed to give governments and humanitarian workers the tools that they need to address the Education for All and UN Millennium Development Goals.  Find the Arabic MS Handbook here and the English MS Handbook here.

The Global Education Cluster: Information and resources for Education Cluster partners working at country and global levels. The tools, guidance and resources highlighted are focused specifically on cluster work and coordination issues, rather than more general education in emergencies documents.

Global Partnership for Education: A blog focusing on Education For All issues, developments and ideas.  Includes postings on topics such as: the digital divide in education, education and poverty, role of civil society, peace education, inclusion of students with disabilities, education policies on gender, power of youth to create change, early childhood education, empowering teachers, etc.

Education in Crisis and Conflict Network: A USAID-network that seeks to improve policy, planning and practice in EiE, by working on safer learning environments, improved EiE programming, enhanced equity and strengthening local institutions.  Website includes a repository of resources, tools and guidance for you to use / adapt.  There is also a blog where specialists discuss topics such as EiE M&E, conflict sensitive education, accelerated education, mobile or e-learning, higher education in fragile contexts, role of youth in peacebuilding, etc.

The Global Coalition to Protect Education from Attack (GCPEA): The GCPEA is a collective of organisations who work to: highlight the incidence and impact of attacks on education; promote better systems for monitoring and reporting attacks on education; promote effective programmes and policy to protect education from attack; encourage adherence to existing international law protecting education and the strengthening of international norms and standards; and fight impunity for attacks on education by promoting and supporting a range of accountability measures.

UNHCR’s EiE Toolkit: Outlining the basic principles of EiE, with key chapters on psychosocial support, durable solutions, peacebuilding, ex-combatants, EiE kits, preparedness and MoE policies. Use of case studies to highlight these topics, including Kosovo, East Timor, Tanzania, Pakistan, DRC and Eritrea.

UNICEF’s EiE Toolkit: A very comprehensive and fantastic resource covering the entire cycle of emergency education, including EiE preparedness, response phase, and the transition to recovery (and then development).  Chapters include how to conduct rapid EiE needs assessments, setting up temporary learning spaces (TLS), pre-packaged kits, emergency curriculum, teacher mobilisation and training, re-establishing formal education, reintegrating students, rehabilitation and construction of schools, curriculum development, and teacher reintegration and training.  More guidelines on the pre-packaged EiE kits can be found here: ECCD, Recreational and School in a Box.

UNRWA’s EiE resources: UNRWA’s website outlining their strategy and approach in oPt education sector, such as the oPt MoEHE curriculum, UNRWA’s human rights education, university scholarships, vocational training and teacher training (including their Leading for the Future and School-Based Teacher Development programmes).  Also includes various EiE reports and articles, such as textbooks, classrooms practices, quality curriculum and Gaza schools.

UNRWA’s PSS Recreational Guide: Recreational activity resource guide for teachers, counsellors, and community members working with children in conflict or other challenging contexts.  To keep in mind - conducting one recreational activity will not ‘heal’ a student immediately.  Psychosocial Support (PSS) is a holistic field that involves many other services beyond education. However, if a facilitator conducts PSS activities frequently, it may provide positive support for a student, but it will not of course address all of the challenges of a student’s current situation outside of school. In short, while facilitating recreational activities is important for normalcy and learning, these activities are in no way the only solution to help students to recover from adverse experiences of conflict, or daily stresses that they face

UNESCO’s EiE resources: Good to check on for the latest EiE news, developments, events, publications (find here) and resources (find here).

IRC’s ‘Safe Healing and Learning Spaces’ EiE package: Step-by-step guidance to set up, monitor and evaluate safe healing and learning spaces.  The Manager’s Guide supports EiE programme managers with needs assessments, workplans, budgets, procurement plans, location and set-up, HR, capacity building, M&E, feedback mechanisms and referral pathways.  An additional Trainer’s Manual to train SHLS staff to create a safe, caring and predictable environment, including handouts and key messages.

UNESCO’s Teacher Guide on the Prevention of Violent Extremism: A resource to support teachers engage with students on the issue of violent extremism.  Advice and guidance on how to manage classroom discussions, and how to deliver key messages to students, such as solidarity, respect for diversity, human rights, learning to live together, and young people’s engagement.

UNICEF’s Adolescent Kit: The ‘Adolescent Kit for Expression and Innovation’ is a package of guidance, tools and supplies to support partners to reach and engage adolescents (aged 10-18) affected by conflict and other crises through education, child protection, youth development and/or peacebuilding initiatives.  The purpose of the Adolescent Kit is to promote positive outcomes for adolescents' psychosocial wellbeing, learning life skills, and positive active engagement in their communities. The Kit especially supports activities using arts, innovation and adolescent-led projects as methods to achieve those outcomes.

Programming Guidelines for Adolescents and Youth in Emergencies: Adolescents and youth as a distinct group are often overlooked during humanitarian crises, with their unique concerns and needs seldom prioritised. This report provides an overview of programming guidelines for adolescents and youth in emergencies.

SCI Psychological First Aid Training Manual: The Psychological First Aid Training Manual facilitates trainings in PFA with a focus on children (2-day training for PFA for children and 1-day training for stress management for staff). It is aimed at developing skills and competences that will help child protection staff reduce the initial distress of children who have recently been exposed to a traumatic event. The training manual consists of: (i) Tools for communication, reassurance and comfort for staff working directly with distressed children; (ii) Advice and guidance for staff working with parents and primary care-givers; (iii) Suggestions for ways to support a distressed child. 

The Child Resilience Programme: Psychosocial Support in and out of school: 8-16 structured workshops for children 10-16 years old. The same 1-2 facilitators conduct the activities once or twice a week, for the same group of children. The programme can be implemented for children in and out of school, to improve cooperation and peaceful interaction between children, improve the motivation to play, problem solving and positive attitude to others, enhance positive expectations to the future, enhance impulse control (in relation to aggressive behaviour and/or risk taking behavior, and enhance capacity and awareness about self-protection and protection of peers.

The Youth Resilience Programme: Psychosocial Support in and out of school: PSS framed within the concept of ‘I AM’, ‘I CAN’ and ‘I HAVE’, 8-16 structured workshops implemented by the same 1-2 facilitators once or twice a week, for the same group of young individuals aged ~14 and above. The workshops aim to help young people to resume normal, routine activities during or in the aftermath of crisis events, have strong personal and social skills to adapt to and cope with adversities, feel good about themselves and confident in their own abilities, make good and safe life choices, be more social and act as role models to other children and young people, trust others and feel comfortable about sharing feelings and thoughts, seek help from others (i.e. peers and adults) when needed and have stronger awareness about who can help, and solve problems without violence.


INEE’s EiE e-learning: This e-learning module uses the example of the Darfur refugee crisis to demonstrate how the INEE Minimum Standards can be used as a framework for designing quality education programmes in conflict-induced situations.  The e-learning uses multimedia to present scenarios of EiE programmes in the Darfur refugee camps in Eastern Chad, including videos, photographs, articles and reports.

Education in Emergencies Harmonized Training Package: This training package combines training materials from the original INEE Minimum Standards, IIEP and the Front Line Responders training packages. The materials include 19 modules with powerpoints, Facilitator Guides and exercises, as well as guidance on adapting the training materials.  All 19 modules are available in either English or Arabic.

Training Pack for Primary School Teachers in Crisis Contexts: This inter-agency, open source training pack is available for anyone to use. The pack builds basic teaching competencies for unqualified or under-qualified teachers often recruited to teach in emergency settings (e.g. refugee/IDP camps, conflict-affected areas, post-natural disasters, and/or with highly vulnerable populations). The materials can be used with qualified teachers who require refresher training or who would benefit from additional support in critical areas like child protection. The materials can also be used by teachers who either find themselves teaching in crisis-affected environments or in host community schools that are integrating children/youth from displaced populations.  Consists of 4 core modules, developed around a set of 28 teacher competencies.

UNRWA’s training on Improving Teaching and Learning: Part of UNRWA’s Leading for the Future programme.  This module includes trainings on classrooms observations, school-based teacher development, environment and climates for teaching and learning, reducing within school variation, and embedding formative assessments.  Other modules focus on standards for school leadership, managing teacher performance, coaching, professional development for all teachers, and school evaluation and improvement.

Comprehensive School Safety (CSS): This 60-minute online course will introduce you to the background, rationale, goals, and structure of the Comprehensive School Safety Framework, which is the foundation for the Worldwide Initiative for School Safety, the Global Alliance for Disaster Risk Reduction and Resilience in the Education Sector, and Save the Children's Signature Approach to Comprehensive School Safety.

School Disaster Management: This e-learning will introduce you to Save the Children's template tools for integrating disaster management into ongoing school-based management. This is built on SCI’s experience in several countries in Asia and the Pacific, and informs the ASEAN School Safety Initiative Guidelines for School Disaster Management. The module covers the scope of school disaster risk reduction and management, the roles and responsibilities involved, and an introduction to six basic steps to assure that children and adults are protected in the school environment, that children's right to educational continuity, and education sector investments are safeguarded. (Successful SDM includes planning for Education in Emergencies and implementing plans for educational continuity, post-disaster).

Conflict Sensitive Education: Based on the INEE Conflict Sensitive Education Pack, and developed in coordination with INEE members and Truscribe, this whiteboard video illustrates conflict sensitive strategies for each of the INEE Minimum Standards five domains. This video is available in English, French, Arabic, and Spanish (subtitles only).

Child Friendly Schools: 2-hour online module to support you in applying the concepts and principles of the Child Friendly Schools (CFS) model, as well as recognize CFS pathway to enhance the quality of education (flexible for either development or emergency situations), and gain the necessary technical knowledge, programming skills and aptitutes to support the implementation of the CFS model.

Global Education Cluster trainings: A range of different online EiE trainings compiled by the Global Education Cluster, and a separate bank of more information-management technical trainings, such as coding, data cleaning, mapping, needs assessments, etc (find here).


- MoEHE West Bank: here and here

- MoEHE Gaza: here and here

Palestinian Central Bureau of Statistics (Education)

- 4Ws (Data Entry and Dashboard)

- COVID19 Response 5Ws (Data Entry and Dashboard)


Building a Better Response: 3-hour online course using interactive tools and scenario-based teaching. Objectives are: (1) Identify the major actors in humanitarian response (2) Describe the main components of the international humanitarian architecture at the global and country level (3) Describe the key functions of the global and country level clusters (4) Describe the steps of the Humanitarian Programme Cycle. (5) Describe the main elements of the international humanitarian law and human rights law.

Good Practice for Urban Refugees: An online learning platform that provides an introduction to UNHCR, how to collect information on urban refugees, livelihoods and self-reliance, developing a livelihoods initiative, public health, education and youth, and shelter and settlements.

The Role of International Law in Humanitarian Assistance: This e learning module will provide you with a basic understanding of the role and frameworks of international law as relevant in the context of humanitarian emergencies.

Humanitarian Principles: This e-learning module will provide you with a basic understanding of humanitarian principles and their application in practice, as well as how these principles impact the delivery of assistance and affect the security of professionals.

Communication is Aid: Online course that aims to raise awareness about the key components of effective communication with crisis-affected communities, and to build knowledge and skills on how to communicate in practice. The course is built around interactive, scenario-based challenges, where you have to make key decisions about communication during an earthquake, a post-conflict situation, and a hurricane/flood. The core themes are why communication matters, knowing your target audience, crafting and adapting messages, and communication as a two-way process.

The Sphere Handbook in Action: The Sphere Handbook, Humanitarian Charter and Minimum Standards in Humanitarian Response, is one of the most widely known and internationally recognized sets of common principles and universal minimum standards in life-saving areas of humanitarian response. This e-learning course aims to strengthen the effective use of the Sphere Handbook, Humanitarian Charter and Minimum Standards in Humanitarian Response.

Increasing Effectiveness of Humanitarian Action for Women, Girls, Boys And Men: This 3 hour online course provides the basic steps a humanitarian worker must take to ensure gender equality in programming, including information and scenarios which enable you to practice developing gender-sensitive programming. This training is based on the Inter-Agency Standing Committee (IASC) Gender Handbook and related IASC guidelines, including the Guidelines for Gender-based Violence Interventions in Humanitarian Settings and others. 

Managing Gender-based Violence Programmes in Emergencies: Developed by the United Nations Population Fund and World Education, Inc., in consultation with a wide range of GBV experts and humanitarian and development actors worldwide, the goal of this course is to improve the knowledge of programme managers to better address the issue of gender-based violence in humanitarian emergencies.


Fadi Baidoun
United Nations Children's Fund (UNICEF)
EiE Officer/Cluster Coordination
+972 54 752 4130 (Mobile)
Baha El Shatali
United Nations Children's Fund (UNICEF)
Education Sub-Cluster Coordinator
+970 8 286 2400 (Landline)
Loujine Khoury
Education Cluster Information Management Officer