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Comprehensive School Safety Framework Targets & Indicators

The Comprehensive School Safety Framework (CSSF) 2022- 2030 supports the education sector policy-makers, planners, school administrators, and their partners to promote child rights, sustainability, and resilience in the education sector. The framework provides a comprehensive approach to resilience and safety from all hazards and all risks confronting education and child protection sector populations, systems and programs. It supports access, quality, and management strategies in the education sector.

The purpose of these guidelines is to provide methods for comprehensive education sector analyses to support the preparation and monitoring of education sector plans. They are an update of a 1999 document that has been used to support the preparation of approximately 70 Education Country Status Reports (CSR) in more than 40 countries. The goal of the guidelines is to strengthen national capacities in order that Government teams can conduct education sector analyses with progressively less external support.

The Global Compact for Refugees (GCR) indicator framework assesses progress and operationalizes burden- and responsibility-sharing. This technical refinement builds on methodological and data collection work undertaken by UNHCR, in collaboration with national and international partners, to populate the GCR indicator framework after extensive consultations with States and other GCR stakeholders.

This e-Toolkit is prepared by the Global Education Cluster (GEC). Users can access the interactive toolkit to navigate through the different phases of the Humanitarian Programme Cycle to find associated guidance, tools, templates, resources, and vetted country examples for effective cluster coordination and information management.

"This guide provides recommendations to country-based Education Cluster and EiE WG coordination teams for
aligning EiE response with national education sector plans in support of humanitarian-development coherence"

This Guidance Note supports the Alliance and INEE¡¯s CPHA-EiE Joint Initiative by orienting both sectors to opportunities for program integration. Through collaboration, both sectors aim to deliver on the Sustainable Development Goal 4 to provide/ensure ¡°inclusive and equitable quality education and promote lifelong learning opportunities for all¡± by 2030. They lift up the centrality of children¡¯s protection and well-being in humanitarian responses. All children, including refugees, internally displaced, stateless, and migrant children, have the right to appropriate sustainable solutions in accordance with their best interests. This guidance aims to support the Child Protection and Education practitioners who respond to the needs of children in humanitarian crises. This includes relevant government line ministries, national civil society organizations, community and faith-based organizations (C/FBOs), (I)NGOs, UN agencies, other implementing organizations, and donors.

IndiKit - developed by the Czech organization People in Need (PIN) - aims to make monitoring and evaluation (M&E) of relief and development interventions easier and better - by helping humanitarian and development workers to use well-formulated project indicators and to correctly collect and analyse the data required for each indicator. IndiKit's content is aligned with existing sector standards and was reviewed by M&E and technical specialists from non-government organizations, Global Clusters, UN agencies, and universities.

The Guide to Coordinated Education in Emergencies Needs Assessment and Analysis is an initiative of the Global Education Cluster (GEC). It is an accompaniment to and provides a theoretical foundation for the Needs Assessment Package within the GEC¡¯s broader Education Cluster Toolkit. A Summary Guide to Coordinated Education in Emergencies Needs Assessments and Analysis is also available in the Package for quick access and easy reference. This Guide, its Summary and the tools, templates, resources and examples in the Needs Assessment Package provide practical guidance for education in emergencies (EiE) staff as they plan, coordinate and conduct assessments and analyses in order to establish a sound evidence-base for the design and delivery of a quality EiE response.

The purpose of these guidelines is to assist education stakeholders in appraising the soundness, relevance, and coherence that form the credibility of ESPs. The primary objective of an appraisal report is to support the fi nalization of a credible ESP. It provides a fair review of the ESP strengths and areas in need of improvement before the endorsement by partners which signifi es their commitment to support the implementation of the ESP.

The consensus on the need for credible ESPs is strong. However, what does a credible plan require in terms of government leadership, knowledge and data, institutional and human capacities, and dialogue among the education stakeholders? What are the criteria that establish the credibility of a plan?The purpose of these guidelines is to assist countries in preparing credible education sector plans. A second document, Guidelines for Education Sector Plan Appraisal, can be utilized to check whether the plan responds to the expected requirements.

These guidelines provide an overview of the essential characteristics of a good quality TEP, followed by a presentation of the main steps in the plan preparation process. They are accompanied by a selection of helpful resources 2 that are mapped according to the plan preparation steps.3

Let's get inspired by the other sectors! As part of its partnership with Roche, the Open Data Institute (ODI) has been working to create materials to support healthcare leaders and professionals in accessing, using and sharing data in responsible, ethical and equitable ways. Like in Education, Data has long held great potential to be used to address societal and economic health challenges. This playbook is aimed at non-technical leaders who need to manage a data project; and at those who need to strengthen their understanding of data governance as part of their role. It is suitable for those designing a new project, and those delivering existing projects.

This document provides an overview of what information to present and how to do so in the development of the Humanitarian Needs Overview. It should be read alongside:
The HPC Step-by-Step Guide to reassert the sequence of the needs analysis and planning, with needs analysis directly informing the decisionmaking with regards to response, whether for the preparation of new plans or adjustments to existing ones. Throughout the assessment, analysis, planning and monitoring phases, it empasizes global commitments made to provide principled humanitarian action that shows respect for human rights, gender equality, inclusivity, and supports sustainable development.

The HPC serves as a guide for all crises. It is designed to revitalize the way in which humanitarian actors coordinate to meet the needs of people affected by disasters and conflict. The HPC seeks to meet the needs of affected populations in the most effective way by clearly defining the complementary roles and responsibilities of the different organisations involved in a humanitarian response. It creates a process that redefines the way in which international humanitarian actors engage - with each other, with national and local authorities, and with people affected by crises - to achieve more effective, efficient, predictable and transparent outcomes.

The devastating impact of both conflict and disasters on children and education systems is well documented and has triggered a growing sense of urgency worldwide to engage in strategies that reduce risks. The urgency of developing education content and sector plans that address these risks is undeniable. This series of booklets aims to support ministries of education to do just that.

The Measurement Library provides stakeholders with tools to collect data to help them strengthen the education and protection of children and youth in crisis- and conflict-affected contexts. The ML contains tools that can be used to collect data on the quality of programming and children's holistic development outcomes. These tools include measures and information on their psychometric properties, training, and guidance materials.

The INEE Minimum Standards Handbook contains 19 standards, each with accompanying key actions and guidance notes. The handbook aims to enhance the quality of educational preparedness, response and recovery, increase access to safe and relevant learning opportunities and ensure accountability in providing these services. The guidance in the INEE Minimum Standards Handbook is designed for use in crisis response in a range of situations, including disasters caused by natural hazards and conflict, slow- and rapid-onset situations and emergencies in rural and urban environments.

This framework provides a way for education in emergency (EiE) stakeholders to demonstrate alignment with and progress towards the INEE Minimum Standards. Until now there has been no common set of indicators mapped against each standard; this tool fills that gap. The indicators are not intended to be compulsory; they are examples of how projects and activities might demonstrate how the INEE Minimum Standards are being employed within their programming. The INEE Minimum Standards Indicator Framework has been designed with flexibility and contextualisation in mind. It can be used by implementers and donors alike, at any stage of the program cycle. The intention is for EiE stakeholders to adapt the framework for their own use and context, while still working under the overall framework of the INEE Minimum Standards.

The INEE Minimum Standards Reference Tool accompanies and complements the INEE Minimum Standards Handbook. It is a useful training tool and can provide easy references to the INEE Minimum Standards for people working on application, institutionalisation and contextualisation of the Standards.

These Guidance Notes put forward strategies on how to mainstream conflict and disaster risk reduction measures in the education sector planning process. They are intended for Ministry of Education officials, especially in planning departments at central level, but are also useful for other education actors that support ministries in the planning process

Creating a data ecosystem map helps to understand how data creates value and the gaps that might exist in the data landscape. It identifies the data, data stewards and data users; the different roles they play; and the relationships between them. A data ecosystem map can be used to: i) Collaborate directly with other stakeholders to create ecosystem change; Explore new sources of data to improve the ecosystem; iii) Maximise existing data flows to create new services or improve existing services; iv) Identify where changes are needed, and what effects they might have. In this guide, a tool is introduced for documenting and mapping data ecosystems that can be self-admoinistered or used in a workshop setting.

The Data Ecosystem Mapping tool is for anyone who wants to understand and visualise a data ecosystem. It aims to help you map the actors, data infrastructure and value exchange across a data ecosystem, so it can be communicated and improved.

This playbook aims to provide advice and resources to understand a data landscape and strengthen data infrastructure to address social, economic and environmental challenges. The Playbook is for organisations involved in, and leading data access initiatives that are planning to build or strengthen data infrastructure by improving access to data.

This document has been conceived to facilitate reflection and guide countries in optimizing the potential of their education policy dialogue and sector coordination mechanisms. It brings into focus the possible core functions of the local education group, the main challenges to realizing these functions and the key principles for ensuring effective policy dialogue.

"This guide serves as a quick reference on how to monitor progress towards Sustainable Development Goal 4
(SDG 4) on quality education. It provides basic explanations of SDG 4 targets, their indicators, how they are
created and where to find the information needed for these indicators."

"This publication presents the global monitoring indicators used by countries and the international development
community to monitor progress towards Sustainable Development Goal 4 (SDG 4) on education. The indicators were
produced by the UNESCO Institute for Statistics (UIS), based on the latest available data."

The UN has defined 10 Targets and 11 Indicators for SDG 4. Targets specify the goals and indicators represent the metrics by which the world aims to track whether these targets are achieved. You can access the original text of all targets and see data on the agreed indicators.

A mapping of Social and Emotional Learning and Psychosocial Support (SEL and PSS) which covers programmatic measurement approaches, global measurement frameworks, assessment tools, and monitoring and results frameworks, with the aim to map what quality and equitable education in emergencies constitutes and how it can be assessed at the program and individual learning levels, as well as to inform on the linkages between measurement at the programme or national level and global measurement frameworks.

The Open Data Institute wants people who steward data, and people who create things with it, to act in ways that bring about positive impacts. Ethical use of data helps to improve trust, and bring about the best economic and social outcomes. The Data Ethics Canvas provides a framework to develop ethical guidance that suits any context, whatever the project¡¯s size or scope. It is a tool for anyone who collects, shares or uses data. It helps identify and manage ethical issues ¨C at the start of a project or process that uses data, and throughout.

The data ethics maturity model is a tool for anyone who collects, uses and shares data. It helps assess and benchmark how widely embedded data ethics culture and practices are across your organisation. The model provides a framework to consider current performance and future ambitions and to embed a culture of ethical data practices. This tool builds on the Open Data Institute¡¯s Data Ethics Canvas, which helps identify and manage ethical issues within a specific project.

The tool for strengthening the effectiveness of local education groups was developed for this purpose¡ªas a support to education stakeholders in carving out a space where partners can identify how the education group adds value, and how that value can be leveraged further, as well as pinpoint capacity and resource challenges. The discussions ultimately open up options for, and agreements on, ways to improve the coordination group¡¯s effectiveness, whether this relates to aspects of its strategic value or organizational and collaborative capacities.

The ¡®Indicator Dashboard¡¯ presents available data for a selected SDG 4 indicator for all countries, from 2000 to 2023

The UNHCR master glossary of terms provides an online library of definitions and descriptions related to the work of serving and protecting people forced to flee. Thiis updated version of the glossary intends to promote the systematic and coherent use of terminology i working in the area of displacement and migration and related fields including states, academia, civil society and international organizations.

Let's get inspired by the other sectors! The Data Sharing Toolkit contains seven eLearning modules with supporting case studies, checklists, cheat sheets and guides. All the modules help demystify how to use, collect and share Findable, Accessible, Interoperable and Reusable (FAIR) and safeguarded data for you, and, for the people in agriculture you wish to empower. The Data Sharing Toolkit is authored by the Open Data Institute and CABI after working closely with Bill & Melinda Gates Foundation program officers and grantees. The work aims to enable better data-driven decisions towards innovation in Foundation Decision Agriculture investments and the national systems in which the investments operate.

In 2014, UNICEF, IIEP-UNESCO, the World Bank and the Global Partnership for Education (GPE) jointly developed Volumes 1 and 2 of the Education Sector Analysis (ESA) guidelines, to support governments in the preparation of country-specific analyses aiming to inform education reforms within the preparation or revision of their education sector plans (ESP). this third volume covers the specific thematic areas of: i) inclusive education for children with disabilities; ii) risk in relation to education system¡¯s resilience, the relevance of which the COVID-19 crisis has clearly demonstrated; iii) effectiveness of the educational administration (institutional capacity); and iv) stakeholder mapping and alignment (political economy)