EiE Guide Number 2_Planning and Implementing an EiE Response_FINAL.pdf

Education in Emergencies – BEST PRACTICE GUIDE – Part 2 1
EDUCATION IN EMERGENCIES
BEST PRACTICE GUIDE
Part 2:
Planning, Implementing
and Monitoring an EiE Response
Photo
©
PIN/
Omar
Khattab

Before starting an EiE project, you need to think about a few
key things. This Guide walks you through the step-by-step
process of setting up an EiE response, from understanding the
education needs to deciding the types of activities to include
and the best practices for delivering these activities in a quality
way. This Guide also includes information on how to monitor
and evaluate an EiE project, and how to use learning to
improve the quality of projects in the future.
What Do You Need to Know?
How to do a Context
Analysis
What is a Child
Friendly Space?
How to do a Needs
Assessment
How to set up
an EiE team
How to Design, target
and phase an EiE
Response
EiE Activities
and Standards
What is Formal
and Non-formal
Education?
How to monitor
and evaluate
an EiE project

Before You Start…
Do a Context Analysis
The first step to answering some of the above questions and setting up an EiE
project is to understand the context. To do this, we need to do a Context
Analysis (which can also be called a Conflict Analysis).
WHAT IS A CONFLICT ANALYSIS?
A Conflict Analysis is the study of four key factors:
1. the profile of the conflict (i.e. what is the history of the conflict and what
are the structures behind it? What actually happened, where did it
happen, who was affected and on what scale? Why did it happen and
what might happen next?)
2. the actors (i.e. who is involved, what do they want, what power do they
have, why might they want conflict/peace, what are their relationships
with othes?). This can be shown as a stakeholder map (see below):
Diagram 1: Sample Stakeholder Mapping
Adapted from INEE Guidance Note on Conflict Sensitive Education and the Governance
and Social Development Resource Centre (GSDRC): Topic Guide: Conflict Analysis
Photo
©
PIN/
Omar
Khattab

1 Theprocessofusingexistingdataiscalleda‘SecondaryDatareview’(SDR).Makesureyourefertoexistingreportsand
assessmentsbeforeyoustartcollectingyourowndata–itwillsaveyoualotoftimeandresources!
Do a Needs assessment
Step 1: What do we need to understand?
Now that you understand the context better, you need to find out more about
the specific education needs. It saves a lot of time and resources to start with
existing data1
and then fill in the gaps.
You might want to find answers to some of the following questions:
 What is the impact of the emergency on access to and quality of education?
 Who is and is not accessing education and who are the most vulnerable?
 Why are children (boys and girls of different ages) not accessing
education?
 What is the quality of education like?
 What capacities (infrastructure, materials, financial, human, local
organisations, formal systems) exist to support education?
 What do stakeholders think is the most urgent priority?
 Is there any way that we can use the emergency situation to improve
pre-existing education?
Step 2: What questions do we ask?
Now you need to decide what questions to ask in your Assessment. When making
these decisions, remember that children have multiple needs. So, don’t only
collect information on who is out-of-school, but also think about:
 Why are they out of school and how long for?
 Who might drop out of school?
 What are the physical needs (buildings, materials)?
 What are the systemic needs (teaching personnel, training, finances,
systems and capacities of local authorities/stakeholders)?
 Are children in school actually learning (and if not, why not)?
 What are the other needs (i.e. health, protection etc) that could be
affected by education?
 How has children’s safety or wellbeing been affected?
 What support networks do children have and how can they be engaged?
3. the causes (i.e. what are the long-term and recent causes of the
conflict?). This can be shown as a conflict tree (see below):
Diagram 2: Sample Conflict Tree
4. the dynamics (i.e. what are the patterns, how is the conflict changing,
what triggers conflict?)
Why do it?
To understand how your planned project might affect the conflict - either
in a positive or negative way - and plan activities that “do no harm” and,
where possible, support peace.
When do you do it?
During the design phase of a project with regular reviewed during the
project.
Who participates?
As many people as possible! You can include authorities, NGOs, civil
society, children, youth, project staff, partners, community members and
stakeholders outside the education sector.
More guidance on conducting Conflict Analysis can be found: here

Here is a sample Needs Assessment template (which should be adapted to your
specific context) and Quality Standards Checklists for Assessments you can use.
Step 3: What does all this data mean and how do I use it?
Once you have collected the data, you need to understand what it all means.
The data should tell you:
 Who was affected
 How they were affected (both physically and psychosocially)
 How the education system has been affected
 Who is and is not accessing education and why
 What the gaps are in the quality of education
 What support is needed to get children back to school and learning
Remember to consider gender, age and inclusion (see Guide 1 for more info)
when collecting and reviewing your data. Boys and girls of different ages – as
well as religions, ethnicities, abilities etc – may have been affected in different
ways and have differing needs, so remember to look out for these differences.
Once you have all this data, you can use the Planning Tool on the next page to
work through the data and help you decide what response is needed.
GOOD TOOLS TO HELP YOU
(available under this link)
→ Secondary data review
→ Key informant interviews (with local authorities, community
representatives, UN & NGO staff, etc.)
→ Focus group discussions in communities (separately for different groups)
→ Direct observations (of facilities)
→ Household surveys (with a representative sample of the affected
population, including different demographic groups)
→ Community or School Mapping
→ Literacy and Numeracy assessments (such as ASER)
→ Quality Standards Checklists for MEAL processes are on PIN’s KLC
Website
BEST PRACTICES
→ Disaggregate data by sex, age and disability
→ Train enumerators and pilot questionnaires before the assessment
→ Include all relevant groups (adults, children and vulnerable persons) and
use local resources and expertise
→ Use standard PIN methods and templates (see PIN's MEAL Tools and
Guidance)
→ Be transparent
→ Where possible, do the assessment together with other sectors
→ Share findings with Clusters and partners
→ Make sure findings feed into design.
→ Contexts and needs constantly change. Assessments should be ongoing.

What Response is Needed? An EiE Planning Tool2
Use this tool to help you decide what kind of EiE response might be needed
in your specific context.
2
Adapted from Save the Children, Education in Emergencies: A Toolkit for Starting and Managing
Education in Emergencies
Is education available to, and relevant for, ALL
children (regardless of age, sex, ability, religion,
ethnicity, language, residency status etc)?
Consider:
→ early childhood
→ primary school
→ secondary school/adolescents
→ Vulnerable children (girls, boys, persons with
disabilities, IDPs/refugees, female/child-
headed HHs, orphans etc)
How has the emergency impacted education?
Consider:
→ School infrastructure
• Damaged buildings & loss of equipment/
materials
• Access routes & security threats to school
→ School staff
• Adequate number of qualified staff
• Availability of salaries/incentives
• Training needs
→ Education content
• Curriculum & language
• Need for new content (i.e life-saving info,
PSS)
→ Changes in attendance
• Class size/ capacity to absorb new
students
• Exclusion
How has the emergency impacted children?
Consider:
→ Physical & psychosocial wellbeing
• Witness to violence or disaster
• Participation in armed conflict
• Sexual exploitation
→ Routines & social structures
→ Opportunities to learn and play
How can structures be supported, adapted
or created to meet new education needs
(whilst working within existing systems)?
Consider:
→ Support to existing systems
• Formal or community-based schools
• School management committees
→ Support return to school
• Advocacy and outreach
• Accelerated learning
→ Non-formal education
• Structured learning
• Home schooling or child-led learning
→ Non-school age programmes
• Early Childhood Development (ECD)
• Support to adolescents and youth
What challenges might be
expected?
Consider:
→ Security/access
→ Limited funding
→ Limited staff capacity
→ Focus on access at expense
of quality
→ Coordination
What activities might be suitable?
Consider:
→ Awareness and advocacy
→ Training and capacity
building
→ Infrastructure and supplies
→ Curriculum development
See the section on Activity Options
and Standards for more guidance
IS THERE AN EMERGENCY?
EiE project is
not needed
Work with local actors to
prioritise needs and decide:
What is the proposed response?
Yes
No
No, all/some children are
not at school/ education
services not available for all
Yes, education needs
of all are covered

Design Your Project
Based on the information from the assessment, you need to design your project.
Activities and approaches should aim to address barriers to education and
protection in your context.
Targeting and Selecting Beneficiaries
Before designing activities, you need to decide who the support will target. To
do this you need to develop selection criteria, either for:
1. communities/schools to be supported
2. individual beneficiaries
Here are some School Assessment and Selection tools to support the process.
They include:
→ Sample school assessment tool
→ Sample school selection criteria
→ Sample school ranking tool
For support in developing beneficiary selection criteria see PIN’s Emergency
Manual. It is important to note that if MEAL staff are responsible for beneficiary
verification (i.e. spot checks to verify that beneficiaries meet selection criteria),
that they are not responsible for the selection process.
Logical Framework
Next, you need a Logical Framework (or Logframe). This shows the logic of the
project (i.e. what you want to achieve and how you will measure this) as well as
identifying the potential risks that might come up. See PIN’s Project
Management Guide and PIN's Quality Standards Checklist for Project
Development for more information on the Logframe process. You can also see a
sample Logframe here.
Phasing an EiE Response
It is important to phase your activities according to priority needs. EiE is often
provided over three phases (see diagram on the next page). This is a guide and
may need to be adapted to your specific context.
REMEMBER
→ Every emergency is unique – there is no ‘one-size fits all’ approach. You
need to design a specific approach that is appropriate to, and based on
the needs of, the specific context you are working in.
→ You are filling a gap until the community are able to cope on their own.
The response should therefore be linked to what existed before and what
will be likely to exist after the emergency and should engage local
stakeholders in all stages.
→ Timing is essential. Here are some tips to consider:
o Align your project with the school year, where possible
o Consider context specific seasonal barriers (such as seasonal
work, weather conditions) and potentially changing needs (such
as school transport, raincoats/umbrellas, sunshades etc)
o Collect feedback and review project activities on a regular basis to
ensure that support remains relevant to the needs
→ Make sure stakeholders understand the aims and processes of the
project and how they can give feedback.
→ Involve stakeholders at all stages, listen to their opinions and use their
feedback to improve the project.
→ Be conflict sensitive and inclusive (see Guide 1 for more information)

Diagram 3: Phases of an EiE Response

Set up the Team
The type and number of staff you need depends on project size and type of
activities. However, all projects must have in-house education and PSS/Child
Protection knowledge (preferably in-country).
Diagram 4: Sample Organigram (here are some sample ToR templates).
BEST PRACTICES
→ Prepare and advertise Terms of Reference (ToRs) well in advance
of start dates.
→ Develop interview questions and scoring (click here for examples).
→ Try to make sure that your team is representative (in terms of area of
origin, gender, ethnicity, religion etc) of the communities/areas you
work in to minimise potential conflict and ensure inclusion.
→ Make sure new staff receive information on PIN Staff Code of Conduct
and Key Policies as well as available support (in country and from HQ
Advisors).
→ Divide roles and responsibilities between team members
(geographically, by school or activity/theme) and establish clear
reporting lines.
→ Be aware of budget availability and contract status of staff members.
→ Establish regular meeting schedules (i.e. staff meetings, coordination
meetings).
→ Set up clear work plans and ensure they are clearly visible to all staff
→ Decide how to measure and feedback on staff performance
→ Develop a capacity building plan for staff members (click here for a
template). This should include peer support, coaching/mentoring and
training. Build this into workplans.

Activity Options and Standards
Click on the activities below to see the step-by-step process to implement each
activity as well as the recommended standards that should be met.
Foundational Standards: Community Participation, Coordination and Analysis
Teaching
and Learning
Teacher
Professional
Development
Catch-up,
Literacy and
Numeracy
School
Materials
Protection
and
Wellbeing
Preparedness
Psychosocial
Support (PSS)
Learning
Spaces
Support
Networks
Awareness and
Social Cohesion
Parent
Teacher
Associations
School
Leadership
(under
development)
PIN’s Quality Standards referred to throughout this section are based upon the
following global standards:
 The INEE Minimum Standards for Education: Preparedness, Response
and Recovery (2010)
 The Sphere Handbook: Humanitarian Charter and Minimum Standards in
Humanitarian Response
 The Child Protection Working Group’s Minimum Standards for Child
Protection in Humanitarian Action (2013)
 Principles from the Guidelines for Child Friendly Spaces in Emergencies
(INEE, Global Education Cluster, Global Protection Cluster, IASC: 2011)
 The Guidance Notes on Safer School Construction from the Global Facility
for Disaster Reduction and Recovery (INEE, World Bank and ISDR: 2012)
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©
PIN
archive

Foundational Standards
This section introduces some foundational principles of EiE (community
participation, coordination and analysis), and PIN’s core minimum standards in
relation to these. You can use the below tool (based on INEE’s Foundational
Standards) for reference and guidance or as practical checklist during any stage of
the project cycle to make sure that your project meets minimum quality
requirements.
Purpose
These standards are key to setting the foundations in order for all other quality
standards to be met. They ensure that stakeholders are involved in the project
cycle in a meaningful and inclusive way that increases their ownership of the
process, and therefore their commitment to sustaining activities for the future.
These foundations also direct us to do our work in a coordinated way, based on
specific needs, that promotes effectiveness, relevance and efficiency and ensures
that we work within a system to support and strengthen it. They also ensure that
we monitor our activities appropriately and utilise any learning to improve our
programming for the future.
Quality Standards
Domain 1: Foundational Standards
COMMUNITY PARTICIPATION
Participation
Children of all ages are engaged in needs assessments and design of project
activities.
A range of stakeholders (teachers, parents, community leaders, education
authorities etc) are engaged in assessments, design and monitoring.
Resources
Local resources and expertise are utilised, where possible
Local materials, equipment and labour are utilised, where possible
COORDINATION
Coordination
Sector-wide standardisation of approaches and development of best
practices is supported, where possible
Complementary sectors (such as health, WASH and protection) are engaged in
needs assessment and design
ANALYSIS
Assessment
Needs Assessments are holistic, transparent and participatory. See
Assessment section for more info.
Response Strategies
Activities are designed to address identified barriers to education. For
example, if girls are not coming to school because they feel unsafe sharing
toilets with male teachers, establish separate latrines for males/females and
students/teachers.
Monitoring
Activities are regularly monitored together with local stakeholders. For
example, by establishing a ‘committee’ responsible for monitoring.
Vulnerable persons are consulted in all phases of the project
Feedback and findings feed into design and decision-making
Evaluation
All stakeholders are involved in evaluations
Data isusedto improve futureactivities/projects.Perhaps through a‘lessonslearnt’
workshopand/orwrittenreport.
Findings, lessons learnt and best practices are shared as widely as possible

Teacher Professional Development
Purpose
Teacher training and professional development aims to provide teachers and
other educators with the required skills to be able to support children’s learning
and wellbeing. Support also aims to provide teachers with opportunities to
develop themselves and work towards their own personal and professional goals.
Description
Teacher professional development (TPD) includes short-term training and
workshops on specific topics as well as continuous learning and support.
Professional development opportunities should be provided based on specific
competency needs of teachers or other educators.
Training and professional development provides teachers with the relevant skills
needed to:
 create an inclusive, child-friendly, safe and protective environment for
children;
 plan lessons that correspond to the curriculum and meet specific learning
objectives;
 adopt and practice child-centred teaching methodologies that encourage
children’s participation in learning;
 effectively manage a classroom;
 engage positive discipline approaches;
 manage teacher’s own wellbeing
Teacher professional development also goes further and aims to provide teachers
with support networks and systems that encourage peer learning as well as
ongoing mentoring and coaching to improve skills ‘on-the-job’.
Key Steps
The following steps should be taken to establish clear and effective professional
development opportunities for teachers.
1. Conduct a learning needs assessment (including a review of existing
assessments) to understand teachers’ existing competencies and identify
the most prominent competency gaps that need to be filled so that
teachers are better able to support children’s learning and wellbeing.
2. Check what training already exists in your context and who provides it.
Make sure your plans align with any national or Cluster level strategies
or plans and use local and existing resources and content, where possible.
3. Proiritise the most important learning gaps that need to be addressed in
order to improve quality of teaching and support child protection
measures. Develop a Teacher Professional Development (TPD) Plan
based on this. For example, if teachers are engaging in corporal
punishment of students, make sure that positive discipline is covered
towards the beginning of your training schedule, with other, possibly less
vital, trainings coming later. Plans should be modular (i.e. not just one-off
trainings) so that learning is provided at regular intervals for continuous
learning.
4. Develop training content. This might include:
 Powerpoint slides, posters or flipcharts, worksheets or handouts,
homework sheets
 A Facilitator Guide that gives specific details for the training session:
 Learning Objectives for each session
 Timings for each session
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©
Tereza
Hronová

 Materials needed for each session
 The step by step process that they training facilitator should
follow, including what instructions to give, what they might
say and the methodology to be used for each activity
 Assessment tools to gather feedback on the training and
understand competencies trainees have gained through the
training. This might include a Training Evaluation Form and
Pre- and Post-test.
5. Establish longer term monitoring and feedback mechanisms to
assess/understand teachers use of new learning in the classroom and
support them in developing their skills. This can be done through
classroom observations which serve to (a) monitor specific
competencies/methodology in use and (b) provide feedback to teachers
to support their learning and professional development. This might also
be done through setting up Teacher Learning Circles (TLCs) in which
teachers can discuss challenges, approaches or ideas and practice specific
methodologies. Teachers themselves, as well as school management or
relevant education authorities should be involved in leading this process
so that ongoing peer and professional support can be provided beyond
the project period.
Quality Standards
PIN aims to meet minimum quality standards in all of its EiE work. You can use the
below tool for reference and guidance or as practical checklist during any stage of
the project cycle to make sure your project meets minimum quality requirements.
Domain 3: Teaching and Learning
Training, Professional Development and Support
Teacher Professional Development (TPD) Plans are based on a Learning Needs
Assessment that includes feedback from a range of stakeholders.
Training aligns with national or Cluster level TPD strategies and plans and
uses local resources and existing content, wherever possible.
Training is provided through a modular approach (i.e. regular training sessions
over a period of time, rather than one-off trainings)
TPD Plans include ongoing monitoring of how learning is used in the practice
(i.e. through classroom observations)
Trainers use participatory approaches and ‘model’ key methodologies (i.e. if
providing a session about inclusion, the trainer should use methods within the
session to give practical examples of how to include everyone)
Training content includes:
 ‘SMART’ (specific, measurable, achievable, relevant and timebound)
Learning Objectives
 session timings
 lists of materials needed
 a step-by-step guide for the training Facilitator to follow.
Training is provided to all relevant stakeholders, including where possible,
education authorities and other NGOs
Instruction and Learning Processes
TPD Plans include mechanisms to provide ongoing feedback and support to
teachers (i.e. classroom observations, feedback sessions, TLCs or mentoring),
with particular focus on quality, inclusion and participation of students.
Assessment of Learning Outcomes
TPD Plans include sessions that provide skills related to the assessment of
learning outcomes.
Domain 4: Teaching and Other Education Personnel
Support and Supervision
Teachers, school management and education authorities are central to the
running of school-based teacher support mechanisms (i.e. TLCs, peer-review,
mentoring).
Support mechanisms for teachers operate on a regular basis (at least once per
quarter) and support is available to teachers on a needs basis.
Domain 5: Education Policy
Planning and Implementation
Teacher Professional Development activities build from existing systems and
practices and engage local education authorities in leadership of activities,
wherever possible

Catch-up, Literacy and Numeracy
Purpose
Catch-up classes provide out-of-school students with the opportunity to learn
content missed because of disruption to their education. They are aimed at
supporting children‘s re-entry to the formal system. Remedial classes are also
included under this guidance and refer to classess for in-school students who are
falling behind in their education, with the aim of keeping them up to date with
their learning to limit the probability of drop-out.
Both catch-up and remedial classes may include specific literacy and numeracy
support to provide children with the core reading and maths skills needed to
either stay in school or re-enter the school system to continue their formal
education.
4 ASER stands for ‘Annual Status of Education Report’. It is an annual survey (although it can be
completed on a needs-basis at different intervals) that aims to provide reliable estimates of
children’s basic learning levels.
Description
In PIN’s EiE work, literacy is defined in its simplest term and refers to the ability of
an individual to read and write with understanding a simple short statement
related to his/her everyday life. Similarly, numeracy is the ability to appropriately
use maths skills in personal, educational and social life.
PIN provide literacy and numeracy support through in-school and after-school
sessions with trained teachers or facilitators. Sessions may also take place in Child
Friendly Spaces (CFS) or Learning Centres where school facilities are not available.
Where needed, PIN also support catch-up or remedial classes in specific subjects
on a needs basis (i.e. where children require additional support to stay up-to-date
with or to catch-up on key subject knowledge and competencies).
Key Steps
The following steps should be taken to support catch-up, literacy and numeracy.
1. Conduct a needs assessment to understand the literacy, numeracy and
subject level needs for additional support. For literacy and numeracy this
can be done using the ASER tools4
. ASER tests children’s literacy and
numeracy against a scale from 0-4 (with level 4 being equivalent to a Grade
2 reading or maths level). For more information, see PIN’s ASER tools. You
can also refer to past ASER reports, including IRC’s Impact of War on Syrian
Children's Learning or PIN’s reports from Syria and Myanmar.
2. Provide catch-up, remedial or literacy/numeracy support according to
competency gaps identified in the needs assessment. See IRC’s literacy
and numeracy tools for more guidance on delivering sessions. For subject
support, sessions will need to be developed according to the specific
curriculum and related competencies in the context you are working in.
You can also have a look at UNICEF’s Science Kit Guidance for some ideas
how to run primary level science sessions.
3. Train teachers – and provide ongoing support – on the provision of catch-
up, remedial and literacy/numeracy support (as relevant). See section on
Teacher Professional Development for more information on how to do
this, or for Facilitator Guides on Literacy and Numeracy, see the links to
IRC’s materials above.
Photo
©
PIN
/
Omar
Khattab

4. Observe classes, provide feedback to teachers and conduct regular
informal assessments to understand children’s progress and identify
emerging needs. Adapt session content based on findings to ensure that
classes remain relevant and effective.
5. Establish referral mechanisms and links to nearby schools to promote
and actively support children’s re-enrollment in formal education. Where
children are identified as at risk of dropping out of schooling, ensure that
support is available to encourage on-going attendance; this might include
remedial classes, referral to mental health or PSS service providers or
engagement with parents.
Quality Standards
requirements. Please note that quality standards related to Teacher Professional
Development also apply to the delivery of catch-up, literacy and numeracy support.
Assessment
Literacy and numeracy (and subject level, where relevant) assessments are
conducted at the beginning and end of the school year or project period to
understand the specific competency needs. Catch-up, remedial, literacy and
numeracy content is developed according to identified needs.
Learning assessments are conducted with a range of beneficiaries and are
representative of the community’s diversity. This includes, but is not limited to: girls
and boys of all ages, vulnerable children, children with disabilities, different
ethnicities, language speakers and religious groups.
Domain 2: Access and Learning Environment
Equal Access
Catch-up, remedial, literacy and numeracy classes are provided for all children
requiring additional support, particularly the most vulnerable
groups/individuals, out-of-school children and children at risk of drop-out.
Referral mechanisms are established to support enrolment into the formal
education system and to provide specialized support to children at risk of
drop-out.
Protection and Wellbeing
Catch-up, remedial, literacy and numeracy classes are provided in child-
friendly and safe spaces (please see guidance and standards for Learning
Spaces for more information on what this involves)
Where possible, catch-up, remedial, literacy and numeracy classes are linked
with PSS service provision and provide life-saving and child protection related
messaging.
Curricula
Learning content is adapted for the specific context and is based on needs
assessment findings.
Literacy and numeracy support is provided according to the relevant/standard
language of instruction in the formal school system and students’ mother-
tongue language, wherever possible.
Assessment of Learning Outcomes
Informal assessments are conducted at regular intervals to track learners’ progress
and learning content is adapted based on findings.
Law and Policy Formulation
Advocacy efforts work with local or national education authorities to promote
equal access to catch-up, remedial, literacy and numeracy support.
Catch-up,remedial,literacy andnumeracysupportisprovidedaccordingtoexisting
nationalpolicies,practicesand materials, wherever possible,and iscoordinatedwith,
or ledby,national or localeducationauthorities.

School Materials
Purpose
School materials are provided to schools or learning spaces to improve the
learning environment, the quality of teaching and children’s abilities to learn.
Description
School materials include the following:
1. teacher kits
2. student kits
3. recreational and/or PSS kits
4. furniture
5. other relevant educational equipment such as IT equipment (desktops,
laptops, speakers etc)
Lists of sample kit contents and additional guidance on using kits effectively can
be found in UNICEF's Education Kit User Manual.
Relevant materials are provided according to the priority needs identified in a
needs assessment (usually conducted before the beginning, or in the initial
weeks, of the project) or according to feedback provided during the project.
Key Steps
The following steps should be taken in the provision of school materials.
1. Conduct a needs assessment to determine the needs for school
materials. Make sure to include a variety of stakeholders, including
children.
2. Prioritise these needs, together with stakeholders, to determine what is
most needed and what you are able to provide within the budget
limitations of your project.
3. Determine what materials are available locally, how they can be sourced
(in a fair and transparent way), and what materials are culturally
appropriate within your context.
4. Launch the procurement process (ensuring that this is done in a fair and
transparent way that does not contribute to conflict in the local
community or between suppliers – see Context Sensitive Education in
Guide 1 for more information). Please see PIN’s specific Logistics
guidelines for your context to ensure you follow the correct procedures.
5. Distribute materials to schools or learning spaces or individual teachers
or students, as relevant. Where possible, do this with the leadership or
collaboration of local stakeholders. Ensure that handover documentation
is signed and someone takes responsibility for maintaining equipment,
materials and furniture.
6. Train or brief teachers or educators on how to use materials to
encourage children’s participation and engagement in learning.
7. Throughout the project, collect feedback on the materials from a variety
of stakeholders to determine whether they are adequate in terms of
quality and quantity and whether any new needs emerge. Ensure that
feedback is considered in future procurement.
Photo
©
PIN
/
Omar
Khattab

Quality Standards
requirements.
Resources
School materials and equipment are sourced locally, where possible, and are
appropriate to the context.
Equal Access
School materials are provided based on an inclusive needs assessment
School materials are distributed equitably (i.e. to all
students/teachers/schools according to individual needs)
School materials promote equal access and participation in education. For
example, chairs/desks and textbooks/teaching aids are adapted for children
with specific needs (i.e. wheelchair and braille friendly), and classroom posters
include pictures of boys and girls, and children of different ethnicities, abilities
and religions.
Curricula
Decisions to provide textbooks are made following a systematic review of
curricula content to ensure that harmful practices, attitudes or behaviours are
not promoted.
Teaching materials and educational equipment promote children’s
participation in learning. For example, providing materials that can be used
for activities and games or visual aids such as flashcards.
Teachers are trained or briefed on how to use materials to promote child-
centred and participatory approaches in the classroom.

Preparedness and Disaster Risk Reduction
Purpose
Preparedness can contribute to reducing risks and the negative impact of future
emergency events and help to improve people’s resilience and abilities to cope
when a crisis does occur.
Disaster Risk Reduction (DRR) in schools aims to5
:
 Protect students and the staff from physical harm
 Minimize disruption and ensure the continuity of education for all
children
 Develop and maintain a culture of safety
Description
DRR and preparedness should be incorporated into all emergency programming.
This means providing people with the knowledge and tools to be able to mitigate
5 Definition and guidance is adapted from IFC’s Disaster and Emergency Preparedness: Guidance for Schools
risks and better prepare for future emergencies. To do this PIN support schools to
establish emergency preparedness plans and provide them with relevant tools
and skills to be able to better protect children and education personnel and
better prepare for emergencies.
Key Steps
The following steps should be taken to support schools to reduce risks and
prepare for the onset of emergency.
1. Conduct a risk assessment in schools and communities. This might be
done through school or community mapping and should engage a range
of stakeholders. PIN’s School Safety Checklist can also be used for
assessing risks.
2. Support schools to establish (or strengthen pre-existing) School Safety
Committees – or equivalent, depending on what already exists in the
context – to oversee preparedness and DRR activities based on risk
assessment. The committee should be responsible for developing,
adapting, implementing, and updating a School Safety Plan. This Plan
should build from the risk assessment and identify practical steps that
need to be taken – and who is responsible for their delivery – in order to
remove or reduce risks for students, teachers, education personnel and
community members. The Committee should also be responsible for
organizing regular evacuation drills (whether for fire, natural disaster or
attack, as relevant to the context). Other tasks include:
 Completing school risk assessment and identifying vulnerabilities and
capacities;
 Prioritising mitigation activities;
 Developing staff training plan;
 Reviewing basic emergency and standard operating procedures;
 Conducting school and neighborhood hazard mapping and identifying
resources to mitigate risks;
 Checking evacuation route maps are posted in each classroom and
corridor;
 Checking fire-fighting equipment and first aid kits are available, in-
date and accessible;
 Communicating student-family reunification procedures to parents.
Photo
©
PIN/
Omar
Khattab

3. Support schools to roll-out their School Safety Plans. Monitor progress
and follow up to ensure that key activities (such as evacuation drills) are
conducted on a regular basis.
4. Conduct relevant training based on risk assessment to provide students,
educational personnel and parents with the relevant skills to be able to
reduce risks and better cope with emergencies. This might include, but is
not limited to, Child Protection, Mine Risk Education (MRE), First Aid,
Emergency Planning and Preparedness, School Safety and Health and
Hygiene.
5. Raise awareness of key messages related to DRR and preparedness
according to your needs assessment. Some key messaging for DRR can be
found in IFRC’s Public awareness and public education for disaster risk
reduction: key messages guide.
6. Advocate for sector-wide and cross-sectoral emergency preparedness
planning and information sharing to increase knowledge and
preparedness amongst education actors, related sectors and
communities.
Quality Standards
requirements.
Participation
Children, teachers, parents and education authorities are engaged in, and
wherever possible, lead risk assessment and DRR/emergency planning.
Coordination
DRR and preparedness planning is coordinated within the Education sector
and with other relevant sectors to create shared messaging and improve
effectiveness and efficiency of activities.
Specialist information and activities – such as MRE and Child Protection –
are closely coordinated with or led by relevant sectors.
Equal Access
Students,teachers, educationpersonnel and communitymembers areprovidedwith
keymessages regardingdisasterrisk reduction(DRR)and emergencypreparedness
thatarerelevanttothecontextandthe risks identifiedinthe riskassessment.
School Safety Committees members are representative of the community.
School Safety Committees (or equivalent in your context) are established – or
strengthened if already existing – at the beginning of the school year or project.
School Safety Committees are supported to operate effectively. This means
that they:
 Meet regularly (i.e. once a month)
 Assess risks and ways of mitigating risks
 Develop and regularly update School Safety Plans
 Are trained in Child Protection, DRR, first aid and emergency planning
 Regularly lead emergency drills relevant to the context
 Coordinate with education authorities
 Communicate clearly with parents, staff and children
Facilities and Services
School Safety Committees regularly review risk assessments specific to their
school/learning space. This includes assessing risks and impact and identifying
mitigation measures for, at a minimum:
 structural safety of school facilities
 attacks on schools
 natural disasters
 use of school facilities for other purposes
 safety of children and school staff both at school and en route
to and from school
DRR and preparedness activities build from existing systems and practices and
engage local education authorities in leadership of activities, wherever possible

Psychosocial Support (PSS)
Purpose
Structured Psychosocial Support (PSS) helps children cope with crises, manage
their emotions and learn to cultivate healthy relationships. PSS assists the
development of core skills such as communication, teamwork, and problem
solving, in addition to supporting children to feel more comfortable and
supported. Holistic PSS programming strengthens the overall well-being and
resilience of students, and indirectly improves student behaviour, engagement
and learning outcomes.
Teachers are not able to properly support children’s well-being unless they are
themselves physically and psychologically well. Teachers should also be supported
with skills to improve wellbeing and self-care. For more information, see this
Landscape Review on Teacher Well-being.
Description
PSS activities are provided on a regular basis and in a structured manner in
schools or child-friendly spaces (CFS). Activities are delivered by trained PSS
facilitators. PSS is not specialised mental health support but is a set of activities
designed to support children’s general wellbeing and developmental needs.
Activities are therefore open for all children to attend. PSS resources/materials
are used to provide age- and gender-appropriate activities aimed at enhancing
skills and coping mechanisms specific to the context, such as teamwork,
leadership, self-discipline, responsibility, respect, conflict resolution and peace-
building. Activities may include team sports, games, music, art and other child-
centred creative group methods. If possible, local artists and cultural associations
should be included to increase diversity of activities and support local initiatives.
Activities take place either during and after school hours and are closely
monitored by facilitators who track group and individual dynamics. Group support
sessions and ad hoc individualized support to children suffering severe trauma or
at risk of dropout are provided by facilitators where necessary.
PSS activities are also used to identify children in need of personalised PSS/specific
services such as health care or case management. Such cases are closely monitored,
and if necessary are referred by facilitators to service providers.
PSS should be extended to teachers and parents to enable them to express
concerns, develop resilient coping strategies and strengthen parenting and
teaching skills for the high stress context.
Key Steps
The following steps should be taken to establish and implement PSS activities.
1. Identify the specific psychosocial needs of children in target areas. You can
use the Strengths and Difficulties Questionnaire (SDQ) to help you do this.
2. Establish PSS spaces that are safe, accessible and child-friendly. You can use
PIN’s Quality Standards Checklist for Child Friendly Spaces to guide you.
3. Design PSS activities based on identified needs. For example, if children are
found to be experiencing behavioural challenges, focus on PSS activities aimed
at developing skills in communication, teamwork and positive discipline. Refer
to PIN’s PSS Activity Handbook for activity ideas and guidance.
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©
PIN
archive

Staff members delivering PSS activities are trained on child-centred
approaches to education and provided with guidance on pedagogical
techniques that promote active participation
PSS Facilitators and teachers are trained on inclusive education principles and
the importance of non-discrimination
PSS approaches and tools build from existing systems and practices and are
coordinated with, or led by, local education authorities.
Learning Spaces
Purpose
Learning spaces are established or rehabilitated in order to ensure that:
1) all children have access to learning
2) the learning environment is safe, conducive to learning, inclusive and
supports student and teacher well-being.
Description
Learning spaces are established in existing schools or facilities, where possible, or
are established from scratch where this is not possible – either through the set-up
of tented classrooms or temporary learning spaces (TLS) made from locally
sourced materials. See UNICEF’s Temporary Learning Space Compendium for
more information on establishing TLS.
Rehabilitation of existing facilities includes the assessment of needs at intervals
throughout the project period in addition to physical reparation/renovation of
school structures to meet contextualized INEE Minimum Standards (MS) where
necessary. Schools can also be retrofitted to improve safety (i.e. reinforced
windows and doors) and WASH facilities improved to ensure disability and gender
sensitivity and an inclusive school environment (see Guide 1).
Key Steps
The following steps should be taken to establish and/or rehabilitate learning spaces.
1. Identify how many learning spaces are needed based on needs
assessment and targeting criteria.
2. Decide whether double shifting is an option so that existing school
buildings can be used to meet any increase in demand. Ensure that
classes end before dark so that children can travel home in daylight
hours. Additional equipment of furniture may be necessary to
accommodate increased student numbers and wear and tear.
3. Limit the use of schools as temporary shelters or for other purposes
other than education.
4. Where logistically possible (materials and expertise are available), rapidly
rehabilitate and clean learning spaces and other school facilities, such as
WASH facilities (latrines and handwashing facilities), recreational areas and
staff facilities. This may involve the retrofitting of school facilities to
improve safety and accessibility. See the Safer School Construction website
and GCPEA’s guide on What Schools can do to Protect Education from
Attack and military Use for more information on protecting learning spaces.
Photo
©
Petr
Štefan

5. Where rehabilitation is not possible, and where land ownership and
respective agreements for the use of land is clear, establish Temporary
Learning Spaces (TLS). This may be in existing community spaces, or may
require the establishment of tented or temporary classrooms using
available and locally sourced materials. Decision-making should only take
place after in-depth consultation with the local community so that needs
and appropriateness of spaces are considered. Where considering tented
classrooms, remember that, although they can rapidly provide additional
space they are also (i) expensive, (ii) not generally locally procured, (iii) hot,
(iv) hot in the summer, cold in the winter, often not suitable for monsoon
or heavy rain and do not last long in extreme weather conditions.
6. Provide appropriate furniture and equipment, including drinking water
and relevant hygiene materials such as soap, menstrual hygiene kits and
water bottles.
7. Monitor activities against the below standards (and/or where they exist,
specific standards developed for your context) on a regular basis and update
activities according to needs. Use PIN’s Quality Standards Checklists for
School Rehabilitation and Child Friendly Spaces to monitor activities.
Quality Standards
requirements.
Equal Access
Rehab activities promote inclusion/non-discrimination and accommodate
needs of all learners and teachers (including persons with disabilities). This
includes school access, WASH facilities and inclusivity of classroom and
recreational space design. See Guide 1 for more info.
Design is appropriate to end user (age, sex, physical ability and cultural
considerations). Wide consultation in the assessment and design phase will
help to ensure this.
Additional space is included in design in case enrolment increases
Spaces promote equity and physical safety
Spaces are close to learners’ homes and other services
Rehab works promote protection and wellbeing including:
→ safety of students and school personnel.
→ spaces are protective, child-friendly and conducive to learning and wellbeing.
→ spaces are stimulating, participatory, and supportive environments.
Facilities have:
→ School fencing
→ Safe exits/entrances for emergency use
→ Fire extinguisher/sand bucket
→ Dedicated play areas
→ First aid kits
→ Safety and security (evacuation) plan in place
WASH Facilities:
→ Maintain privacy, dignity and safety of users
→ Located in safe, convenient and easily accessible places
→ Disability access
→ Max. 30 girls per 1 latrine [Sphere]
→ Max. 60 boys per 1 latrine [Sphere]
→ Separate latrines for girls, boys and children, adults
→ Include handwashing facilities (with soap)
→ Supply 3 litres of water per learner per day for drinking and handwashing
[Sphere]
→ Adequate water for cleaning toilets/other facilities
→ Include solid waste disposal facilities (i.e. rubbish bins)
→ Have drainage facilities (soak pits/drainage channels)
School construction, rehabilitation and furnishing is in line with national level
standards and practices and activities are coordinated with, or led by, local
education authorities.

Awareness, Outreach and Social Cohesion
Purpose
Awareness and outreach activities aim to reach targeted individuals or groups (or
whole communities) with specific messaging designed to positively influence
behaviour and attitudes. This might, for example, be simple messaging on the
importance of education, designed to encourage parents and care-givers to send
their children to school.
Education is an effective way to improve social cohesion and promote peace.
Wherever possible, we use education to encourage collaboration between and
within communities and individuals with the overall aim of improving tolerance
for diversity, understanding of different cultures and viewpoints and ultimately,
peaceful coexistence.
Description
Awareness activities take place in learning spaces or wider communities and
share key messages in a clear and accessible way. This might be for example,
through posters, leaflets, TV and radio, or through more interactive messaging
such as events, plays or art sessions.
Awareness campaigns that take place at the beginning of, or at intervals
throughout the school year often have specific messaging aimed at improving
school enrollment and attendance are often called “Back to School” campaigns.
Outreach involves specific efforts to ‘reach out’ to specifically identified target
groups or vulnerable groups. This often involves identifying populations or
individuals who will be targeted by a specific message (for example, families with
out of school children might be specifically targeted with messaging about the
benefits of children’s education or communities where discrimination against
children with disabilities exists might be targeted with messaging about equal
rights, inclusion and the importance of education for all).
Social cohesion activities can take many forms. They can include community or
school-based events to bring people together in a shared space where they can
have constructive discussions or simply socialise. This may also involve the joint
planning of events to encourage collaboration and communication between
communities and individuals. Social cohesion may also include specific activities
aimed at improving tolerance, collaboration and understanding. In addition to
addressing the horizontal dimension (relations between and within communities),
social cohesion activities should, where possible, include a vertical dimension (i.e.
relationships between government and policy and communities).
PIN have developed a social cohesion curriculum, Learn and Share Together (LST),
for (a) communities and (b) schools. The curriculum provides a series of sessions
for, aimed at encouraging people to discuss issues, challenges, differences and
similarities between communities and individuals. The curriculum culminates in a
joint project that brings people together in a shared effort to create something
for the mutual benefit of everyone in their community or school.
Key Steps
The following steps should be taken to support awareness of the importance of
education and children’s development and wellbeing, as well as other relevant
issues in your context.
1. Determine the awareness and social cohesion challenges and needs
through consultations with key stakeholders or by conducting a Barrier
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©
PIN
archive

Analysis. For more information on how to do this see: PIN’s website on
Behaviour Change
2. Create an awareness-raising and/or social cohesion plan based on this
analysis. Make sure that you consult with stakeholders, including national
or local education authorities and relevant Clusters, to align approaches
and improve outreach and scope.
Your awareness plan should outline the following:
 key issues where awareness needs to be improved
 why awareness is needed (i.e. what is the aim of your
campaign/approach?)
 who you are targeting (i.e. who need to receive the information?)
 what your key messages are
 how you plan to improve awareness (i.e. what will your approach be
– for example, will you use radio, TV, posters, leaflets, public or
school events, megaphones, local leaders etc?)
 what materials or tools you need
Your social cohesion plan should include activities that encourage
collaboration and communication between communities and individuals
and address the specific challenges identified.
3. Identify existing materials, or develop new awareness or social cohesion
materials that are contextually appropriate in your context. Make sure
that activities and messaging are contextually appropriate, child-friendly
and able to be clearly understood by different age groups, language
speakers, literacy levels and persons with hearing or sight challenges.
Activities must also consider how to appropriately address sensitive
topics making sure that do no harm principles and conflict sensitivity at
the fore.
4. Conduct awareness campaigns and social cohesion activities to share
key messaging as widely as possible. Make sure that materials and
activities are visible and accessible to all, particularly for specific groups
identified in your targeting.
Quality Standards
requirements.
Equal Access
Awareness and social cohesion activities promote inclusion and access to
education for all.
Awareness and outreach specifically identify and target out of school children and
vulnerable groups to improve access and participation in education for all.
Awareness and social cohesion activities promote principles of protection and
wellbeing (including physical, psychological, social, emotional and cognitive
wellbeing)
Awareness and social cohesion activities specifically target identified child
protection issues relevant to the context (such as discrimination, child labour,
early marriage, SGBV etc)
Awareness, outreach and social cohesion activities are based on, or support,
existing systems, resources and materials
Awareness, outreach and social cohesion activities are aligned with national
or Cluster level efforts
Awareness, outreach and social cohesion activities are conducted in
coordination with other relevant sectors (such as Child Protection, health,
nutrition, Mine Risk Education, SGBV etc)
Awareness, outreach and social cohesion activities build from existing
systems and practices and engage local education authorities in leadership
of activities, wherever possible.

Parent Teacher Associations
Purpose
Parent Teacher Associations (PTAs) – sometimes referred to as Community Education
Committees (CECs) – aim to encourage increased parental and community
engagement and participation in education and related activities. The overall aim is
to improve children’s educational access, attainment and wellbeing.
Description
A PTA is a group of teachers, parents, community members and students that
meet regularly, discuss key topics related to the operation, quality and
environment of the school and to plan for ways to improve the quality of
education and wellbeing of students and teachers.
PTAs should be owned by schools and communities. However, where needed, PIN
can support the initial set up and planning and preparing for meetings.
A PTA is not a mechanism for schools to request financial or material support from PIN.
Key Steps
The following steps should be taken to establish and/or strengthen PTAs.
1. Organise a meeting (ideally at beginning of the school year/project) with
parents, teachers, and other stakeholders (i.e, students, school management
and education authorities) to understand:
 whether there is a background of PTAs in the context
(and how they usually operate)
 how stakeholders feel PTAs could be useful in the context
2. Decide, together with stakeholders:
 the purpose of the PTA (and what they want to achieve)
 the set-up of the PTA (i.e. who will the members be? how will they
be selected? how often will meetings happen?).
 the roles and responsibilities of different PTA members (who will do
what in and between meetings?)
 how meetings will be organised and what tools will be used
(i.e. will there be an agenda for each meeting? will someone take
meeting minutes? how will PTA activities be planned and funded?)
3. Support PTAs to organise their initial meeting. Observe it, providing guidance
as needed (i.e. make sure discussions stay on track, members follow roles
allocated to them, all members are able to participate and voice opinions).
4. As needed or upon request, continue to attend meetings and provide support.
Example membership:
Here is some additional guidance and tools for establishing and running PTAs.
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©
PIN
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How to Address Challenges
It is likely that there will be some challenges during your project. The below table
shows some challenges you might come across and some ways that you can
address them.
CHALLENGE POSSIBLE RESPONSE
Lack of access to schools/
learning centres
Lack school
infrastructure
Lack teachers
Lack school materials
Coordinate with others to assess:
 # schools affected
 # out of school children
 Barriers to education
Move displaced people out of school buildings
Establish temporary/renovate existing/build new
structures
Train teachers or volunteers
Insecurity/lack of safety
Coordinate to ensure schools are ‘safe spaces’, for
example:
 de-mining, provision of safety
rehab/equipment
 advocate for protection of schools (i.e.
non-use for military purposes etc)
 provide chaperones for journey to/from
school and establish community/school
safety groups
Population movement Encourage schools to admit newly arriving children
Procure school materials that are transportable
Low capacity of
education system
 Teachers
 Education
authorities
 Coordination
structures
Train teachers according to needs
Engage education authorities and provide training,
as relevant
Support establishment of coordination fora (where
possible led by local authorities) and ensure
transparent information sharing
Lack of educational
funding
Advocate for education to be included as a first
response and raise awareness about longer-term
impact
Engage with UN coordination structures for joint
advocacy
Work with communities to identify local resources
that can contribute to education provision
Lack of focus on quality
of education
Ensure a balance between hardware
(infrastructure, materials etc) and software
components (training, school committees etc)
Ensure training is needs-based and certified.
Introduce relevant new topics (i.e. PSS, active
learning, managing mixed-ability classes etc)
Provide rapid and longer-term teacher
professional development including strong peer-
support approach
Advocate for provision and recognition of
certification for students (both in formal/non-
formal education)

Monitoring, Evaluation, Accountability
and Learning (MEAL)6
We monitor activities and gather data so that we can (a) understand whether the
project is in line with the commitments made in the project proposal and (b) learn
and improve our programming and, where possible, also inform other relevant
actors and policy makers.
Monitoring should always:
 follow the full data cycle,
 involve meaningful beneficiary participation
 include rigorous data management
 be used in the planning process for future stages of the project/future
projects
Diagram 5: The Monitoring System
6 Please note that this section covers basic MEAL information specific to EiE. For more MEAL tools,
please see PIN’s Knowledge and Learning Centre and additional guidance and tools.
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©
Tereza
Hronová

Indicators
Indicators are essential to monitoring. Project Indicators should be defined in the
planning phase, included in the project Logframe (see example logframe) and be
measured at regular intervals.
PIN have developed clear indicators and detailed guidance on EiE data collection
which can be found on Indikit and are summarised below.
Indikit Education Themes and Guidance:
ACCESS AND
INCLUSION
→ Student
enrolment
→ Student
attendance
rate (and
gender ratio)
→ Dropout rate
(and gender
ratio)
→ Average class
size
→ Equitable
educational
participation
→ Access to
scholastic
materials
→ Adequate
school
infrastructure
→ Access to
safe water at
schools
→ Beneficiaries’
satisfaction
QUALITY EDUCATION
→ Locally relevant
learning content
→ Learner-centred
teaching methodologies
→ Positive discipline
practices
→ Trained teachers
→ Teacher supervision
→ School-based teacher
professional
development
→ Extra-curricularactivities
→ Parent engagement
in education
→ Minimum educational
standards
→ Code of Conduct for
teachers
→ Student understanding
of Teachers’ Code of
Conduct
→ Complaint reporting
mechanism
→ Psycho-social wellbeing
of children
→ Reading with
comprehension
→ National exam results
EDUCATION
CAPACITY/SYSTEMS
→ Sustainable
involvement of local
authorities/education
actors in activities
→ Capacity building of
local authorities/
education actors
regarding
implementation of
education activities
EiE projects should also collect data to support PIN‘s Global and Strategic
Indicators.
PIN’s Global Indicators:
All relevant Global Indicators should be included in the Project’s Logframe
and Results Framework and data collected annually (as well as according
to the project specifications and timeframe).
ACCESS AND
INCLUSION
→ # of learners who
have gained
access to
education/training
→ # of
schools/learning
spaces with
rehabilitated
infrastructure
QUALITY EDUCATION
→ # of teachers/trainers
who successfully
completed a training
programme
→ # of teachers/trainers
using learner-centred
and inclusive teaching
methods
→ # of supported
schools whose
teachers and
students are aware of
Teachers’ Code of
Conduct and/or
school child
protection policy
LEARNING
OUTCOMES
→ # of learners
who have
gained the
required
knowledge and
skills in the
given field and
period
PIN’s Strategic Indicators:
Strategic Indicators do not need to be included in project documentation,
but are internal and should be supported by all EiE country programmes.
→ PIN’s educational projects
longer than 2 years budget
for and implement rigorous
impact evaluation (100%)
→ PIN’s Quality Standard
Checklists (QSC) for
education in emergencies,
inclusive education, and VET
are developed and
introduced to PIN’s missions
and are systematically used
in PIN’s education
interventions (60%)
→ Psychosocial support is an integral
part of PIN Education in Emergencies
projects (90%)
→ Training and capacity development
efforts within PIN’s education and skills
development projects use: learner-
centred approach, competency-based
minimum performance standards,
structured post-training follow up and
pre- and post-training exams (90%)
→ PIN’s educational projects take specific
measures to apply inclusive education
and child protection principles (75%)

The MEAL Process
To ensure relevant and effective monitoring, evaluation and learning, the
following steps need to be taken. You should also use the Quality Standards
Checklist for MEAL to ensure that you are meeting basic quality standards
throughout the MEAL process.
Planning
Step 1: Develop a realistic MEAL plan, together with the MEAL team. The plan
should:
 meet the commitments made in the proposal
 have clear Means of Verification (which should already be outlined in the
project Logframe)
 have appropriate staff and budget allocated
 include details of what data to collect, who is responsible, which tools will
be used, and when/at what intervals data needs to be collected.
Step 2: Conduct a baseline assessment to understand the pre-project conditions
and enable the observation of changes over time. This should happen before a
project begins or in initial stages of implementation.
Step 3: Prepare data collection tools (see MEAL Tools section of this Guide for
templates and examples), ensuring that they are contextualised and that data will
be able to be disaggregated by gender, age and ability.
Step 4: Establish accountability mechanisms such as Community Feedback and
Response Mechanism (CFRM). To do this you need to:
 agree a clear format for the collection and collation of feedback. Data
collection may be done through, for example, feedback boxes, phone-
lines, Whatsapp, community volunteers or interactive, child-friendly
sessions such as art or theatre. Data should be collated at a central point
or database, with a specified person responsible for collation and analysis
of data.
 agree clear procedures for appropriately responding to feedback. This
may mean following up with individuals or communities on specific points
raised or adjusting the project activities or approaches to address
feedback. A dedicated person should be allocated to responding to
feedback (and clear procedures created should feedback be sensitive in
any way).
 ensure that project stakeholders, including children, are aware of the
mechanism and processes for reporting. This may be done through, for
example, organising stakeholder meetings or clearly displaying poster
detailing relevant information.
Collection, Analysis and Feedback
Step 5: Collect data at agreed intervals, as per the MEAL Plan and indicator data
requirements. Progress against the project Logframe and Results Framework
should be checked on a regular basis to identify any targets that are not being
met so that the project plan or activities can be adapted accordingly. Field
monitoring visits, including completion of relevant Quality Standards Checklists
(QSC), should also happen during this stage to regularly monitor project quality.
Step 6: Analyse data and integrate lessons learned into the project (i.e. adapt the
project activities or approaches according to findings). This may be done at
regular intervals, during the project Mid-line phase or randomly as needed.
TIPS
Be participatory: Consult stakeholders, including children. Listen to them
and feed their ideas into project design. See Guide 1 for ideas on how to do
this or check out UNHCR’s Listen and Learn - Participatory Assessment with
Children and Youth guide.
Share information: Ask about preferred ways of receiving information.
Provide information in languages & formats (written, graphic, audio) that
people, including young children, understand.
Establish child-friendly feedback mechanisms so that children can provide
feedback. Clearly communicate findings or explain decisions made.
Ensure data protection & proper data management to mitigate risks to
safety of beneficiaries and their personal data.
For more information on how we hold ourselves accountable, see PIN’s
Emergency Manual and Key Policies.

Step 7: Conduct an Endline survey or evaluation to review the effectiveness,
efficiency, relevance, impact and sustainability of the project against the
Objectives, Outputs and Indicators detailed in the project Logframe. This process
can also be used to measure the level to which the project meets INEE Minimum
Standards. This should happen before the end of the project or within the month
following the end of the project. The process can take significant time, especially
if the project requires an external evaluation to take place. So, plan early (i.e. 4
months in advance, if possible) to ensure that financial, HR and logistical
arrangements are in order.
Step 8: Conduct a Learning Review. It is important that the results of project
monitoring and evaluation feed back into the planning process and design of
future projects. This can be done by organizing a workshop for project staff and
stakeholders to reflect on the project successes, failures and lessons learnt. Ideas
and discussions should be documented and shared widely (both internally and
externally, if appropriate) so that lessons can inform and improve activities,
approaches and project impact for the future.

MEAL Tools
PIN have various tools to support the MEAL process for EiE projects. These are outlined below (click on the
relevant links for access to templates and tools).
Tool Purpose Responsible Frequency Other Related
Tools
1 Needs Assessment Understand the needs and gaps to be
addressed through your intervention
Edu Dept &
MEAL Dept
Before project
starts and at
intervals
PIN Quality
Standards
Checklist for
Assessments
2 Baseline, Midterm and
Endline Survey
Understand the relevance, efficiency,
effectiveness, impact and
sustainability of project activities,
rate the performance of the project
against the project’s Objectives,
Outputs and Indicators (as per the
project Logframe and PIN Global
Indicators)
Measure the level to which the project
meets the INEE Minimum Standards
for Education in Emergencies.
MEAL Dept. Baseline, Mid-
term &
Endline
PIN Rapid Guide
to Survey
Sampling
3 School Profile
Template
Visual summarisation of key school
data
term &
Endline
Sample data
collection tool
4 Student/School
Tracking database
(linked to BMS)
Collect ongoing key information about
schools and students including
personal data (as required/relevant),
school attendance rates, exam/test
results, wellbeing levels
Edu Dept. Weekly N/A
5 Key Informant
Interview (KIIs)
Understand more nuanced
information about educational access,
quality, PSS and systems strengthening
from key stakeholders in order to be
able to address gaps and increase
impact
Questions can be adapted from PIN’s
EiE Needs Assessment Template
term &
Endline
PIN's Quality
Standards
Checklist for
Individual
Interviews
6 Focus Group
Discussions (FGDs)
PIN's Quality
Standards
Checklist for
FGDs
7 Strengths and
Difficulties
Questionnaire (SDQ)
Assess student behavior and
psychological attributes including:
 Emotional Symptoms
 Conduct Problems
 Hyperactivity/Inattention
 Peer Relationship Problems
 Prosocial Behaviour
term &
Endline
8 ASER Assessment Assess the learning levels of students
in relation to literacy and numeracy
and measure impact of the project on
learning
Edu Dept. Baseline &
Endline or
beginning &
end of each
school year
ASER Report
Template
9 Child Functioning
Questionnaire
Assess levels of children’s physical and
learning abilities to understand
vulnerabilities and ensure education is
inclusive
Edu Dept. &
teachers
Baseline, Mid-
term &
Endline
Washington
Group and
UNICEF: Child
Functioning

Questionnaire -
A Module
10 Barriers Analysis Understand the barriers to children
accessing and attending education and
how they change over the project
period
Edu Dept. &
MEAL Dept.
Baseline, Mid-
term &
Endline
PIN Guidance
on Conducting
Barriers Analysis
11 Quality Standards
Checklists (QSC) for:
 School
Rehabilitation and
Safety
 Child Friendly
Spaces (CFS)
 Psychosocial
Support (PSS)
 Training
 Cross-cutting
Themes
Assess school/centre safety and
improvements needed to ensure the
learning environment is safe, inclusive,
learning conducive, child friendly and
promotes the well-being of students
and educational personnel
Assess quality of PSS activities in
schools/centres and understand gaps
in service provision
MEAL Dept.,
Access Dept.
and PIN
Engineer
PSS Officer /
Facilitator
Every quarter
for each
school/ centre
12 School Safety Checklist Assess risks, hazards and preparedness
of schools and in terms of safety and
identify gaps to be addressed
Access Dept. Baseline, Mid-
term and
Endline
13 Classroom
Observation Form
Assess teaching practices in the
classroom and understand progress
made over the project period
Edu
Assistants
Monthly
14 Child Satisfaction
Survey
Understand children/student’s
satisfaction with educational service
provision at the baseline, mid-term
and endline of the project, through a
child-friendly approach to data
collection.
term and
Endline
15 Community and
School Mapping
Engaging stakeholders to identify
available services and needs i.e.:
 Numbers and locations of out-of-
school children/vulnerable
households
 Types of vulnerabilities and
barriers to education
 Existing services, activities,
infrastructure and materials
 Needs and suggestions for school
improvements
 Risks and hazards to children and
school personnel
Edu Dept.
and
stakeholders
(teachers,
children,
community
members)
Baseline and
Mid-term (or
as needed)
16 Reporting Templates Clearly recording information on MEAL
findings to improve knowledge
management, communication and
accountability. Templates include:
 Baseline, Midterm and Endline
Report
 ASER Literacy and Numeracy
Report
 Learning Review Report (here’s an
example)
MEAL and
Edu Dept.
As required. PIN Rapid Guide
to Describing
Survey
Methodology

EiE Guide Number 2_Planning and Implementing an EiE Response_FINAL.pdf

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