Introduction
Review the Standards and Key Actions in the Education Policy Domain.
Think about these Standards and Key Actions as you answer the questions in this section.
Education Policy Standard 1: Law and Policy Formulation
Education authorities prioritise continuity and recovery of quality education, including free and inclusive access to schooling.
Key actions (to be read in conjunction with the guidance notes)
- National education laws, regulations and policies uphold the protected status under international humanitarian and human rights law of education facilities, learners, teachers and other education personnel (see guidance note 1).
- National education laws, regulations and policies respect, protect and fulfil the right to education and ensure continuity of education (see guidance notes 1-2).
- Laws, regulations and policies ensure that every education facility rebuilt or replaced is safe (see guidance notes 2-3).
- Laws, regulations and policies are based on an analysis of the context that is developed through participatory and inclusive processes (see guidance note 4).
- National education policies are supported with action plans, laws and budgets that allow a quick response to emergency situations (see guidance notes 5-6).
- Laws, regulations and policies allow schools for refugees to use the curricula and language of the country or area of origin (see guidance note 7).
- Laws, regulations and policies allow non-state actors, such as NGOs and UN agencies, to establish education in emergency programmes (see guidance note 8).
Education Policy Standard 2: Planning and Implementation
Education activities take into account international and national educational policies, laws, standards and plans and the learning needs of affected populations.
Key actions (to be read in conjunction with the guidance notes)
- Formal and non-formal education programmes reflect international and national legal frameworks and policies (see guidance note 1).
- Planning and implementation of educational activities are integrated with other emergency response sectors (see guidance note 2).
- Emergency education programmes are linked to national education plans and strategies and are integrated into longer-term development of the education sector.
- Education authorities develop and implement national and local education plans that prepare for and respond to future and current emergencies (see guidance note 3).
- Financial, technical, material and human resources are sufficient for effective and transparent development of education policy, and for planning and implementation of education programmes (see guidance notes 4-5).
Question 1
What are some activities that could be done in Chad to help meet the standards in the Education Policy Domain? Please write your answer in the box and compare it with the feedback provided.
Answer
The following are some examples of activities that could be done to meet the standards listed. This is not an exhaustive list. Some of these activities have been done in Chad.
- Education Policy Standard 1: Law and Policy Formulation
- The Chadian Ministry of Education can work with the UN and NGOs to contextualise the INEE Minimum Standards for the local context in Chad, determining among other issues the teacher to student ratios for different contexts in Chad.
- Education Policy Standard 2 : Planning and Implementation
- The Chadian Ministry of Education, in collaboration with the UN and NGOs, can develop a comprehensive plan for the education sector that includes refugees and internally displaced persons. The plan should include disaster prevention, preparedness, mitigation, response and recovery measures.
The Chadian Ministry of Education can establish a focal point for education in emergencies. The Chadian Ministry of Education can work with its own and other governments to create an emergency response fund for future emergencies. This could include a general fund or could include separate allocations for the various types of emergencies in Chad. Key education stakeholders could work with other emergency sectors (i.e. health, water/sanitation, food/nutrition, camp coordination and management) to ensure education is integrated in their planning and implementation.