MHPSS and EIE Toolkit

INEE Guidance Note on Conflict Sensitive Education

This guidance note covers key concepts related to conflict sensitive education programming; describes strategies to implement conflict sensitive education programmes and policies; and presents useful resources, including The Conflict Sensitive Education Quick Reference Tool, conflict analysis activities and tools, case studies and further references by topic. The guidance is framed on the INEE Minimum Standards for Education. It is part of the INEE Conflict Sensitive Education Pack (see Resource Documents section). It is useful for education practitioners and policy makers working in conflict-affected and fragile contexts and may also be useful for humanitarian and development workers in related sectors: child protection, school health, water and sanitation, disaster risk reduction, peacebuilding, early childhood development, and livelihoods.

INEE Conflict Sensitive Education Pack

In order to support the integration of conflict sensitivity in education policies and programs in conflict-affected and fragile contexts, INEE developed a series of tools and guidance documents that make up the INEE Conflict Sensitive Education Pack. Conflict sensitive education refers to the design and delivery of education programs and policies in a way that considers the conflict context and aims to minimize the negative impact (contribution to conflict) and maximize positive impact (contribution to peace). The pack includes a Guidance Note (see above), Reflection Tool, Guiding Principles, Quick Reference Tool, and additional resources.

School as Zones of Peace

Schools as Zones of Peace (SZOP) is for conflict zones or fragile contexts where children are facing disruption in education because of military use or occupation of schools, attacks on schools, forced recruitment or use of classrooms for storage of military equipment or weapons. It is a response to the global framework which includes the Safe Schools Declaration and the Guidelines for Protecting Schools and Universities from Military Use during Armed Conflict. This guide presents the purpose of Schools as Zones of Peace, key activities that can be implemented, and information to determine whether this model is appropriate for a given context. In all cases it is important to contextualise any activities chosen, and to be aware that not all tools will be appropriate in all contexts. Accompanying the guide are a set of illustrated postersavailable also in Arabic, French, Kurdish and Swahili, and the guidance on how to use them in French and Arabic.

I DEAL Programme

The I DEAL manual pack is designed to help children and adolescents deal with life after armed conflict. It is a theme-based creative life skills training for children and adolescents. I DEAL is designed for use with children between 11 and 15 years old. The manual pack is for facilitators: staff conducting interventions at community level. and It addresses the following themes: Identity and Assessment, Dealing with Emotions, Peer Relations, Relations with Adults, Rights and Responsibilities, Prejudice and Stigmatization, Conflict and Peace, and Future. For each theme, a module is developed, which consists of 2 to 5 sessions. Sessions are presented as session plans, which include various exercises. Through I DEAL, children are invited to discover their identity and to cope with emotions of love and hate. It aims to help (re)define the child as an individual, preparing for a future.

What Schools can do to Protect Education from Attack and Military Use

This report is for Ministries of Education, UN agencies, and international and local non-governmental organizations (I/NGOs) to support school-based actors, namely principals, teachers, school management committees, and community members to develop and strengthen approaches to planning and protecting education from attack and the use of schools by the military. It describes examples of seven measures being implemented in the field at the school-level to protect education from attack. It identifies the risks and challenges involved, and draws out lessons learned and recommendations, also making links to other literature on the topic.

Technical Guide: What teachers and school administrators can do to protect education from attack

This technical guide links to the report “What Schools can do to Protect Education from Attack”. It outlines how teachers and school administrators can protect education by implementing protective measures in their schools. All measures should be adapted to local contexts, considering factors such as the forms of attack that occur and their possible motivations, national resources, and cultural practices.

What Ministries Can Do to Protect Education from Attack and Schools from Military Use: A Menu of Actions

The report calls on ministries to take seven key actions to protect education: analyse the situation and monitor attacks; secure schools; ensure education continuity; support communities in protecting education; be conflict sensitive; systematize education protection in ministries’ administrative and operational processes; and advocate with other government bodies to support protective measures, including state endorsement of the Safe Schools Declaration and implementation of the Guidelines for Protecting Schools and Universities from Military Use during Armed Conflict.

Conflict Management and Peace Building in Everyday Life: A resource kit for children and youth

This resource kit contains a series of tools for children and young people to use to analyse conflict, manage conflict and build peace. Tools include practical steps to use the tool, visual illustrations and feedback from children and youth. One such tool is a 'conflict tree' that explores the causes, root causes and impact of different forms of conflict or violence. The kit also contains links to existing online tools. This kit will be useful for education programme managers, education advisors, and teachers.

Mental health and Psychosocial Support and Social and Emotional Learning support for Learning Outcomes in Conflict-Affected Settings

This rapid review responds to the question: What is the link between MHPSS and SEL and how can these interventions improve the learning outcomes of children during or after conflict situations? It synthesises findings on the importance of provision of mental health and psychosocial support interventions (MHPSS) and social and emotional learning (SEL) support for protecting or promoting the general psychosocial wellbeing of individuals and the treatment of more serious mental health issues, particularly in conflict or post-conflict situations.