EDUCATION IN

EMERGENCIES
COMPETENCY
FRAMEWORK
The Inter-agency Network for Education in Emergencies
(INEE) is an open, global network of UN agencies, NGOs,
donors, governments, universities, schools, and affected
populations working together to ensure all persons the right
to quality education in emergencies and post-crisis recovery.
To learn more please visit www.inee.org

Published by:
Inter-agency Network for Education in Emergencies (INEE)
c/o International Rescue Committee
122 East 42nd Street, 12th floor
New York, NY 10168
United States of America

INEE © 2020
This document is licensed under a Creative Commons
Attribution-ShareAlike 4.0. It is attributed to the Inter-agency
Network for Education in Emergencies (INEE).

Citation: Inter-agency Network for Education in Emergencies

(INEE). 2020. Education in Emergencies (EiE) Professional
Development Competency Framework.
New York, NY. www.inee.org License: Creative Commons
Attribution ShareAlike 4.0.

Cover image © Andrew Quilty/IRC

2 Education in Emergencies Competency Framework

 Table of Contents
Acknowledgements 4

Foreword 4

About INEE 5

INEE Minimum Standards 5

Education in Emergencies Competency Framework 6

Purpose 6

Competency Domains 7

Competency 8

Competency Levels 8

Humanitarian Guiding Principles 9

Foundational Standards 10

Access and Learning Environment 12

Teaching and Learning 14

Teachers and Other Education Personnel 16

Education Policy 18

Annex to Competency Frameworks 20

References 24

Education in Emergencies Competency Framework 3

 Acknowledgements
This framework was commissioned by the Professional Development Workstream under the INEE Standards
and Practice Working Group. Additional input and guidance were provided by the INEE Secretariat, the INEE
Education Policy Group and the INEE Advocacy Working Group. We would like to acknowledge the valuable
contributions from the following individuals: Marco Grazia (WVI), Sonia Gomez (NRC), Helena Sandberg (FCA),
Minna Peltola (FCA), Caroline Keenan (War Child), Andrea Diaz-Varela (Right to Play), Susan Hirsch-Ayari
(Creative), Nadezhna Castellano (Fordham), Kiruba Murugaiah (IRC), Arlo Kitchingman (SCI), Barbara Moser-Mercer
(University of Geneva), Jeffrey Dow (SCI), Luca Fraschini (GEC), Charlotte Bergin (INEE), Natalie Brackett (INEE).

Foreword
Education is an essential life-saving and life-sustaining component of humanitarian response. A key
responsibility of education and humanitarian actors is ensuring all people affected by crisis and instability have
access to quality, relevant, and safe education opportunities consistent with the INEE Minimum Standards for
Education: Preparedness, Response, Recovery.

The Education in Emergencies (EiE) sector faces the challenge of developing and maintaining a qualified
workforce and presently lacks a harmonized, inter-agency approach to workforce development. Furthermore,
the protracted nature of crises represents a shift in education service delivery practices and demands an
increasingly diverse set of competencies amongst educators and humanitarians. Recent studies on EiE sector
workforce and labor markets demonstrate the need for a competency framework that enables EiE stakeholders
– in particular practitioners, recruitment managers, and service providers – to better understand and offer what
is most relevant for sustaining education in crisis contexts (INEE, 2015; INEE, 2017; UNICEF, 2018).

While there already are a number of agency-specific professional development models for the sector, they are
not integrated into a wider, systematic framework. INEE has therefore developed the Education in Emergencies
Competency Framework (EiE CF), grounded in the INEE Minimum Standards, to articulate a common set of
competencies. The objectives of the competency framework are to operationalize the INEE Minimum Standards,
harmonize and professionalize capacity building for the sector, and directly improve implementation and
practice as part of preparedness, response and recovery.

© Melissa Winkler/IRC

4 Education in Emergencies Competency Framework

 About INEE
The INEE Strategic Framework 2018-2023 guides the network to play an ever more effective role in the
delivery of quality, safe, and relevant education for all those affected by emergencies and protracted crises.
The framework focuses on four strategic priorities:

• Strategic Priority 1: Provide thought leadership and global advocacy

• Strategic Priority 2: S
 trengthen capacity to deliver quality, safe, relevant, and equitable education for all

• Strategic Priority 3: P
 rovide, curate, and organize knowledge to inform policy and practice

• Strategic Priority 4: Strengthen and diversify INEE membership

The EiE CF supports the network in fulfilling Strategic Priority 2 as a key capacity building and professional
development activity prioritized by INEE members.

INEE Minimum Standards

• Comm
a lysis un
The INEE Minimum Standards aim to enhance the quality

An it of educational preparedness, response and recovery,

increase access to safe and relevant learning opportunities
•

and ensure accountability in providing these services in

i on

Pa

crisis contexts. The Standards serve as a guideline to

r tic

Access and
Coordinat

practitioners and policy makers. They are applicable to

Learning Teaching
a wide range of global crisis response, including natural
ipation

Environment and Learning

disasters and armed conflicts, in diverse environments
including rural, urban, spontaneous settlements and
Teachers and Education
camps. At the core of the Standards is the community’s
Other Education Policy
agency and needs, while providing a harmonized
Personnel
framework to coordinate the educational activities of
national governments, other authorities, funding agencies,
and national and international agencies.

© Andrew Quilty/IRC

Education in Emergencies Competency Framework 5

 Education in Emergencies
Competency Framework

PURPOSE
The EiE Competency Framework builds on the INEE Minimum Standards to articulate a set of required, valued
and recognized competencies for the humanitarian and education in emergencies sectors. It broadly describes
expected standards of performance across a number of competencies that can be applied to different roles.
The framework provides a common lexicon for core humanitarian and technical competencies and defines
expected knowledge, skills and attributes for each.

The framework is intended to inform staff recruitment, learning and professional development, performance
management, planning, and organizational design. It is a sector-wide guidance to advance the accountability,
effectiveness, and predictability of educational preparedness, response and recovery for affected populations.

The framework is primarily intended for use by EiE practitioners in humanitarian contexts. However, it is also
relevant at the global level and in development settings in support of planning and emergency preparedness. It
is best used in conjunction with the Core Humanitarian Competency Framework (CHCF) and, where applicable,
the Child Protection in Humanitarian Action (CPHA) Competency Framework (specifically Competency 5.4
Integrating CPHA and education). It is transferable across people, countries, and cultures and can be a valuable
tool for entry-, mid-, and senior level professional development.

© Ned Colt/IRC

6 Education in Emergencies Competency Framework

COMPETENCY DOMAINS
A competency domain is a set of related competencies around a common thematic or area of focus. The EiE
Competency Framework is defined across the following six domains, in line with the INEE Minimum Standards:

0.
1.
HUMANITARIAN
FOUNDATIONAL
GUIDING
STANDARDS
PRINCIPLES

EIE 2.
5.
COMPETENCY ACCESS AND
EDUCATION
FRAMEWORK LEARNING
POLICY
ENVIRONMENT

4.
TEACHERS 3.
AND OTHER TEACHING AND
EDUCATION LEARNING
PERSONNEL

© Aubrey Wade/IRC

Education in Emergencies Competency Framework 7

 COMPETENCY
A competency is a measurable set of knowledge, skills or attributes required to effectively perform a role in
an organization or sector. Competencies can be defined for technical knowledge or ability, interpersonal skills,
and personal attitudes or values. An individual could possess certain competencies by nature, but would still
be expected to intentionally develop them as part of their professional development.

COMPETENCY LEVELS
Competency levels describe a progressive growth in ability for each competency. For this framework each
competency is associated with three competency levels that are indicative of the knowledge and experience
commensurate with the competency.

•L
 evel 1 describes individuals who are relatively new to the field and implementing EiE programming as
part of a team.

•L
 evel 2 describes individuals with some experience in the field gained from a few assignments
across different EiE contexts. They have experience in using contextual information to adapt and
operationalize various EiE programming.

•L
 evel 3 describes individuals who are experts in the field. They are creating, designing or adapting EiE
programming and they are able to lead and train others.

© Andrew Quilty/IRC

8 Education in Emergencies Competency Framework

 0. HUMANITARIAN GUIDING PRINCIPLES

Competency Domain/Topic Competency Competency Level 1 Competency Level 2 Competency Level 3

The four humanitarian principles Explain the four humanitarian Apply humanitarian principles to Evaluate/advise on the
(Humanity, Neutrality, Impartiality, principles: humanity, neutrality, all aspects of EiE programming application of humanitarian
0.1 Humanitarian principles Independence) upheld in all impartiality, independence; and implementation principles in complex settings to
aspects of EiE programming and Humanitarian Charter (Sphere resolve humanitarian dilemmas
implementation in humanitarian Association, 2018) and IFRC
and fragile contexts Code of Conduct (IFRC, 1995)

INEE and humanitarian Describe INEE and humanitarian Apply INEE and humanitarian Verify core standards used in
standards upheld in all aspects standards and their purpose standards (including CPMS) to response for quality and
0.2 Humanitarian standards
of the response EiE programme design, accountability
implementation and monitoring

A rights based approach applied Explain how key rights instruments, Apply a rights based Verify rights based approach is
to all aspects of EiE programming particularly the Committee on the approach to programme used in all aspects of response
0.3 Rights based approach
and implementation in Rights of the Child (CRC) (OHCHR, design, implementation and
humanitarian and fragile contexts 2020), apply to EiE programming decision making

Education in emergency Describe the humanitarian Describe the INEE Guiding Verify do no harm and conflict
programmes do no harm and concept of do no harm and apply Principles on Integrating Conflict sensitivity applied in all aspects
are conflict sensitive in all activities Sensitivity in Education Policy of response
0.4 Do no harm
and Programming and apply to
EiE programming across the
program cycle

Humanitarian programming Describe development frameworks Use contextually relevant Collaborate with relevant
0.5 Humanitarian- connected to development such as SDG4, national sector development frameworks, stakeholders to connect EiE
development nexus policies and planning plans, and explain their approaches, and actors in responses with long term
connections to humanitarian design and implementation of development frameworks
response EiE response

Education in Emergencies Competency Framework 9

 1. FOUNDATIONAL STANDARDS

Competency Domain/Topic Competency Competency Level 1 Competency Level 2 Competency Level 3

1.1 COMMUNITY PARTICIPATION

Community members and Explain the importance of and Integrate and implement a range Analyse project for mobilization
resources (time, labour, in kind) the different types of community of community mobilization coherence and intersector
1.1.1 Community contribute to all stages of the participation. Follow a community options across the project cycle synergies. Identify potential
participation project cycle (analysis, planning/ mobilization plan to maximise community for increased efficiency and
design, implementation/ contribution to education delivery propose use of appropriate and
monitoring and evaluation) innovative tools

Community members are Identify and use contextually Build community capacity to Analyse how community-based
mobilized and enabled to relevant mechanisms to participate effectively in school local education action plans
participate effectively in school supportcommunity participation management. Design and integrate with government
1.1.2 Community management in school management implement programs that education policies. Strenghten
participation in make use of existing skills and community participation in
school management knowledge in the community to the dialogue with education
deliver education authorities to address needs,
rights and concerns of
emergency-affected population

Children/youth involved in Describe children and youth Use child and youth participation Integrate children/youth
decision making during all stages participation techniques and strategies in the design, participation and decision
1.1.3 Children/youth of the project cycle (analysis, make use of them in project implementation and evaluation making in education response
participation planning/design, implementation/ implementation of EIE projects strategy. Create opportunities
monitoring and evaluation) for child and youth participation
in advocacy efforts

1.2 COORDINATION
Comprehensive education Describe IASC Cluster Participate in the development Lead relevant coordination
responses coordinated system and UNHCR refugee of response strategies lead by mechanisms (e.g. Education
1.2.1 Coordination with humanitarian and coordination model. Participate the Education Cluster or Working Cluster or Working Group)
mechanisms development actors in Education Cluster or Working Group, including the HRP, HNO, and collaborate with other
Group meetings RRP processes relevant groups (e.g. the Local
Education Group)

10 Education in Emergencies Competency Framework

 Competency Domain/Topic Competency Competency Level 1 Competency Level 2 Competency Level 3

Collaboration across sectors to Describe cross sectoral Participate in and coordinate Facilitate coordination and
1.2.2 Cross-sectoral ensure effective, efficient and approaches and their relevance with clusters and working collaboration across sectors for
collaboration integrated response to EiE response groups relevant for EiE (e.g. optimal humanitarian response
Child Protection)

Collaboration with education Describe the education authorities Engage with education authorities Work with education authorities
1.2.3 Education authorities authorities for a coordinated within an education system and at district and central level to to define and implement a
and comprehensive education identiify their roles within an EiE deliver education response in line comprehensive education
response response with community needs and rights response strategy

1.3 ANALYSIS

Participatory methods and Identify culturally appropriate Use participatory methods Use assessment analysis to
rigorous analysis are used to methodologies to assess type and rigorous analysis to identify priorities and recommend
1.3.1 Assessment assess educational needs of and scale of education needs comprehensively assess key response modalities
crisis affected children and youth educational needs

Monitoring systems in place; Identify relevant indicators to Design and use context specific Negotiate and coordinate within
education response activities are monitor EiE activities; follow a monitoring system (both the humanitarian architecture
regularly monitored, and response Monitoring and Evaluation plan quantitative and qualitative) in and education system on the
1.3.2 Monitoring is adjusted according to evolving alignment with sector response most appropriate approach to
needs of target population strategy. Adjust programs monitor the evolving needs of
according to evolving needs of targeted population and direct
target population the education response
implementation

Interventions systematically Identify impartial and Implement lessons learnt Use evaluations and lessons
and impartially assessed to participatory evaluation systems exercises to adapt and improve learnt to redefine response
determine their efficiency, to document the impact of EiE response interventions based strategies in coordination with
1.3.3 Evaluation
effectiveness, impact; findings programs. Record best practices on rigorous evaluation methods the humanitarian architecture,
used to strengthen response and lessons learnt for enhancing and feedback from affected the local education authorities
response strategy population and affected population

Education in Emergencies Competency Framework 11

 2. ACCESS AND LEARNING ENVIRONMENT

Competency Domain/Topic Competency Competency Level 1 Competency Level 2 Competency Level 3

2.1 EQUAL ACCESS

Barriers to access, retention Describe key barriers facing Work with community to identify Synthesize and design strategies
and transition at each level of out-of-school children (OOSC) OOSC, analyze barriers that reduce multi-dimensional
2.1.1 Barriers to education education identified, analysed and in-school children. Follow an preventing access, retention and barriers preventing children from
and addressed implementation plan to support transition, and apply strategies accessing, transitioning within
access, retention and transition to overcome these barriers and staying in education

Inclusive program response is Describe the types of Identify and implement Design and evaluate inclusive
designed and implemented to marginalisation and vulnerability inclusive program responses program responses and
support the most vulnerable facing learners in EiE settings. to support access, retention influence policies so the most
2.1.2 Vulnerable groups groups, and to minimises Follow an implementation plan and transition for the most vulnerable children and youth
barriers to access, retention to support vulnerable children vulnerable children and youth positively transition through
and transition at each level and youth different levels of education
of education

Flexible, accredited and Describe relevant Non-Formal Implement flexible, accredited Work with education authorities
relevant non-formal education Education (NFE) opportunities and relevant NFE programmes so that flexible, accredited and
opportunities provided for for OOSC (including over-aged for OOSC (including over-aged relevant NFE opportunities are
2.1.3 Out of school children
out-ofschool, over-age children children and youth). Follow an children and youth) available for OOSC (including
and youth, supporting transition implementation plan to support over-aged children and youth)
to formal schooling provision of NFE opportunities

2.2 PROTECTION AND WELL-BEING

Protection risks identified and Collaborate with Child Collaborate with Child Protection Collaborate with Child Protection
programme responses are Protection sector colleagues to sector colleagues to apply sector colleagues to evaluate and
implemented to promote identify protection risks facing strategies which reduce design strategies which reduce
physical and emotional safety learners attending education protection risks facing children protection risks facing children
2.2.1 Protection of learners accessing and activities. Use relevant referral and improve learners' physical and improve learners' physical
attending education activities pathways and emotional safety. Use and emotional safety. Validate
referral pathways for children that effective referral pathways
who may need specialist care are in place for children who may
need specialist care

12 Education in Emergencies Competency Framework

 Competency Domain/Topic Competency Competency Level 1 Competency Level 2 Competency Level 3

Psychosocial support and Explain the role of psychosocial Identify and implement relevant Design and train others on
social-emotional learning support and social emotional psychosocial support and social specialized psychosocial
2.2.2 Well-being programs are provided to learning programs in promoting emotional learning programs to support and social emotional
promote well-being of learners student wellbeing promote student wellbeing learning programs to promote
student wellbeing

2.3 FACILITIES AND SERVICES

Facilities and services are safe, Describe the characteristics Work with community and Design and train others on risk
inclusive and accessible, and of safe and inclusive learning children to identify and reduce reduction and participatory
meet minimum national and/or environments that meet risks and create safe, inclusive school improvement
Sphere standards (Sphere minimum national and/or learning environments that methodology which promote
2.3.1 Learning environment
Association, 2018) Sphere standards meets minimum national and/or and meets minimum national
Sphere standards and/or Sphere standards for
safe and inclusive learning
environments

Sector working groups, local Identify referral and inter/ Apply strategies that support Evaluate existing referral systems
authorities and partners cross-sectoral services (e.g. referrals and inter/cross-sectoral available for children and youth,
collaborate to ensure full health, mental health, nutrition, service delivery for children and design/improve upon existing
2.3.2 Cross-sectoral services spectrum of relevant services water and sanitation, child and youth systems so that referrals are
and referrals (health, mental health, nutrition, protection) available for children effective and efficient
water and sanitation, child and youth
protection) available to children
and youth

Education in Emergencies Competency Framework 13

 3. TEACHING AND LEARNING

Competency Domain/Topic Competency Competency Level 1 Competency Level 2 Competency Level 3

3.1 CURRICULA

Identify, adapt, procure or Identify the key considerations for Analyze the social and lingusitic Evaluate curriculum needs at a
develop culturally, socially and curricula selection in EiE settings needs of learners. Identify, adapt policy and programming level.
linguistically relevant curricula (e.g. existing curricula, government or develop appropriate curricula Advocate and influence sector use
3.1.1 Curricula
appropriate to the context, constraints, cultural norms...) to the context, age, and of relevant curricula appropriate
age and developmental levels development levels of learners to the context, age, and
of learners developmental levels of learners

Teaching and learning materials Identify the key considerations for Verify that appropriate teaching Work with education authorities
are culturally, socially and teaching and learning materials and learning materials are to increase the availability of
3.1.2 Teaching and linguistically relevant and in EiE settings. Distribute relevant available to learners in the teaching and learning resources.
learning materials appropriate to context, age and teaching and learning materials classroom. Train and support Develop training materials to
developmental levels of learners teachers in the use and enable teachers to use and
development of materials develop teaching and learning
materials using local resources

3.2 TRAINING, PROFESSIONAL DEVELOPMENT AND SUPPORT

Needs-based and context Describe the characteristics and Analyze teacher training needs Build staff, partner and local
appropriate continuous explain the importance of quality and design and/or adapt teacher authority capacity to deliver
professional development is teacher professional development professional development tools. effective teacher professional
3.2.1 Teacher professional provided to teachers, using and support Deliver effective and relevant development and support.
development diverse methodologies models of professional Integrate effective teacher
including training, mentorships development and support (via professional development
and peer learning training, mentoring, coaching etc) models into all program design
and measure teacher progress

3.3 INSTRUCTION AND LEARNING PROCESSES

Teachers' capacity to assess and Describe the ages and stages of Train and support teachers to Design programs and build staff
respond to diverse needs (such child development. Identify the assess and respond to the diverse and partner capacity to respond
as mixed academic level, second diverse needs of learners in EIE needs of learners (physical, to the diverse needs of learners.
3.3.1 Learners' needs language, psychosocial issues) of settings and the implications for emotional, social, cognitive) Promote inclusive learning
learners in emergency contexts teaching and learning environments that support
holistic child development

14 Education in Emergencies Competency Framework

 Competency Domain/Topic Competency Competency Level 1 Competency Level 2 Competency Level 3

Teachers' capacity to use Identify the types of contextually Effectively train and mentor Informed by global and context
contextuallyappropriate, relevant pedagogical practices teachers to use contextually specific research, develop tools
inclusive teaching methods that support child well-being relevant and inclusive and training packages and
3.3.2 Pedagogy
and learning processes that and learning pedagogical practices that build staff and partner capacity
support the learner's well-being support learning and well-being to support effective teaching,
and learning well-being and learning

Teachers' capacity to use Describe the barriers to Evaluate disciplinary practices Design programs that build
positive discipline and promote learner safety and well-being and learner safety. Build teacher teachers' capacity to use positive
learners' safety and well-being in the classroom. Identify capacity to use positive discipline discipline and promote learners'
3.3.3 Classroom positive discipline practices and to promote learner safety safety and wellbeing.Build staff
management and behaviours and well-being. Use relevant and partner capacity to support
reporting mechanisms school safety, and advocate for
change at the systems level.
Verify relevant reporting
mechanisms are in place

3.4 ASSESSMENT OF LEARNING OUTCOMES

Teachers' capacity to use both Explain the purpose of and Build teacher capacity to use Collaborate with other
formative and summative difference between formative a range of formative and stakeholders in development
assessment as appropriate to and summative assessment. summative assessment and harmonisation of placement
3.4.1 Classroom based the context Identify different methods of strategies and to record learner tests, promotion tests and level
assessment administering assessments progress. Facilitate learner exams. Advocate for and develop
access to appropriate placement tools to support greater use
and progress tests and any of formative assessment
relevant exams

Standard proficiency Identify standard tools and Select, adapt and use appropriate Use the results from
assessments used to identify processes for assessing learning and contextualised tools and assessments to design
learning outcomes outcomes. Explain when and processes to assess learning instructional programs and
3.4.2 Measuring learning
why different tools should or assess progress. Train others on
should not be used how to develop, adapt and use
culturally relevant and valid tools

Education in Emergencies Competency Framework 15

 4. TEACHERS AND OTHER EDUCATION PERSONNEL

Competency Domain/Topic Competency Competency Level 1 Competency Level 2 Competency Level 3

4.1 RECRUITMENT AND SELECTION

Assess teacher supply needs Describe the teacher supply Assess teacher supply needs in a Work with education authorities,
and collborate with education challenges and opportunities given context (including collecting partners and donors to increase
4.1.1 Teacher supply authorities, partners and donors in emergency contexts and analysing relevant teacher supply of qualified teachers in
to increase supply of qualified data and teacher policies) emergency contexts
teachers in emergency contexts

Recruit teacher and education Describe the priority Facilitate and/or conduct teacher Work together with education
personnel using a participatory considerations for the and education personnel actors (including national
4.1.2 Recruitment and and transparent process to ensure recruitment, selection and recruitment and induction using government) to harmonize
selection quality, diversity and equity deployment of teachers in a particpatory and transparent and improve recruitment and
different emergency contexts process that promotes quality, employment practices across
equity and diversity the sector

4.2 CONDITIONS OF WORK

Education authorities and Explain the challenges Assess needs and implement Coordinate with education
partners coordinate to promote associated with teacher activities to improve authorities and partners to
harmonised, fair compensation compensation and working compensation and working promote harmonized, fair
4.2.1 Compensation and and clearly defined conditions conditions in emergency settings conditions of teachers in a compensation and clearly
conditions of work of work for teachers and specific context defined conditions of work for
education personnel teachers and education
personnel in line with national and
international recommendations

Professional development Explain the importance of Analyze the professional status Design initiatives to support and
oppportunities lead to certification for education and needs of teachers and advocate for certified teacher
certification for teachers and personel in crisis contexts. education personnel in a specific professional development.
4.2.2 Certification education personnel Describe the barriers that context. Identify and provide Work with relevant education
prevent certification, and identify certified professional development authorities to achieve equation
examples of how these barriers opportunities wherever possible and accredition (including
can be overcome across borders)

16 Education in Emergencies Competency Framework

 Competency Domain/Topic Competency Competency Level 1 Competency Level 2 Competency Level 3

4.3 SUPPORT AND SUPERVISION

Build capacity for school Explain the role of school Provide capacity building Design effective school
leadership and use of effective leadership and management initiatives to strengthen school management tools and systems,
school management tools structures, and identify relevant leadership and school and appropriate capacity building
4.3.1 School management and systems tools, policies and practices management committees iniatives to support their use.
Work with education authorities
so that appropriate support for
school leaders is in place

Ongoing support and supervision Describe the importance of Analyze the support and Design programmes and build
are provided for teachers and ongoing support and supervision needs of teachers capacity so that effective
other education personnel supervision. Identify examples of and education personnel. support and supervision for
effective support and supervision Provide ongoing and effective education personnel is provided
4.3.2 Supervision
practices (e.g. peer-to-peer support and supervision for at all levels. Work with
support, remote coaching etc) teachers and education education authorities to embed
personnel support and supervision at the
systems level

A continuum of staff care is Explain the importance of teacher Identify well-being needs Verify a continuum of staff
provided that includes favorable wellbeing and it's relationship amongst teachers and care that includes favorable
working conditions, support with student outcomes. Identify education personnel. Implement working conditions, support
and supervision, and teacher well-being interventions interventions that support and supervision, and
4.3.3 Well-being psychosocial support well-being including; psychosocial support
psychosocial support and social
and emotional learning for
teachers, peer-to-peer support
and supervision, and favorable
working conditions

Education in Emergencies Competency Framework 17

 5. EDUCATION POLICY

Competency Domain/Topic Competency Competency Level 1 Competency Level 2 Competency Level 3

5.1 LAW AND POLICY FORMULATION

Prioritisation of free, inclusive Explain the role of advocacy Use a range of advocacy Develop effective advocacy
education in emergencies for all in supporting Education in strategies to influence policies strategies, informed by
children and youth advocacted Emergencies. Describe a range and practices in support of contextually relevant evidence
for in law, policy and planning of advocacy strategies and Education in Emergencies and analysis, to influence
5.1.1 Advocacy approaches. Follow an national and/or global change
advocacy plan processes. Demonstrate
leadership in high level fora
and collaborate with key
stakeholders

Global and national legal and Describe relevant global and Work with education authorities Influence relevant policy
policy commitments are national policy commitments so that global and national policy development at the local/
leveraged to promote continuity that promote free and inclusive commitments are implemented at national/global level in support
5.1.2 Policy commitments of free, inclusive education in education in emergencies for all the local level, in line with SDG 4 of SDG 4. Work with education
emergencies for all children stakeholders so that policies are
and youth implemented and that policy
makers are accountable
5.2 PLANNING AND IMPLEMENTATION
Education authorities are Describe education and Use (and promote use of) data Work with education
supported to include planning humanitarian planning processes from education management authorities to ensure EiE is
for education in emergencies for and mechanisms. Explain the information systems to support included in relevant planning
all children and youth in sector importance of collaboration effective EiE planning. Identify processes. Work with education
5.2.1 Planning planning, EMIS and other with education authorities and opportunities to include EiE in authorities to strengthen
relevant mechanisms effective use of data for sector planning processes and information management
educational planning purposes data systems systems and promote the
use of data to support more
effective planning

18 Education in Emergencies Competency Framework

 Competency Domain/Topic Competency Competency Level 1 Competency Level 2 Competency Level 3

Contribute to capacity Describe common Identify implemenation gaps Work with education authorities
development of personnel and implementation gaps, and specific to the policy and and personnel to address capacity
development of tools and identify global guidance and response context. Develop and/ development gaps and to develop
systems to strengthen delivery tools to address such gaps both or adapt tools and guidance to tools and systems to support the
of education in emergencies during immediate response and address capacity gaps and to response. Lead collaboration
5.2.2 Implementation
in the long term (contingency strengthen implementation with education authorities and
planning, etc.) vocational and tertiary education
institutions to ensure long-term
capacity building strategies and
preparedness

Education in Emergencies Competency Framework 19

ANNEX TO COMPETENCY FRAMEWORKS
Collaboration Across Child Protection and Education in Emergencies

I. Introduction
The Inter-agency Network for Education in Emergencies (INEE) and The Alliance for Child Protection in Humanitarian Action (the Alliance) are global networks of actors working on
education and child protection in emergencies/humanitarian settings.

Education in Emergencies (EiE) and Child Protection in Humanitarian Action (CPHA) actors work side-by-side to respond to the holistic needs of children and youth affected by emer-
gencies, crises and forced displacement. Integrating child protection and education creates a mutually reinforcing cycle that can reduce children’s vulnerability in emergencies and
increase the positive impact of programmes on children's lives.. A quality education increases children and families’ resilience in adversity, empowers children and promotes a protec-
tive environment. An environment free from unchecked child abuse, neglect, violence or exploitation promotes participation in education. Integrating child protection and education
programmes, policies and minimum standards maximises available resources to better address the multifaceted challenges and risks children face in humanitarian settings.

Both the INEE & The Alliance have developed competency frameworks for practitioners in each sector, related closely to the INEE Minimum Standards for Education in Emergencies,
and the Minimum Standards for Child Protection in Humanitarian Action. This annexe has been developed to support collaboration between the two sectors by providing an easy
way to identify areas of alignment.

Integrated programming requires practitioners to understand and demonstrate some of the key competencies of each sector. Managers should be aware of what integrated program-
ming means for required competencies and how through cross referencing the competencies they can support staff to deliver more collaborative approaches. In practical terms, this will
include some technical skills (See Specific Competencies) but with an emphasis on the softer skills that support cross-sector collaboration and integration (See General Competencies).

20 Education in Emergencies Competency Framework

II. Relevant & Related Competencies
2.1 Specific Competencies
There are specific references to cross sectoral working between EiE and CPHA, and the required technical competencies, in each competency framework that should be read and un-
derstood in conjunction with each other:

CPHA Competency Framework

COMPETENCY DOMAIN: 5. WORKING ACROSS SECTORS

Competencies Indicator - Level 1 Indicator - Level 2 Indicator - Level 3

Identifies tools, standards, and potential for integrat- Conducts and promotes joint CPHA-education train- Ensures that CP concerns are included in the
ed education-CP programming, and assessment ing, assessment, planning, prevention, preparedness, assessment, design, monitoring, and evaluation of
response, and recovery actions education programmes
5.4
Integrating Facilitates joint, coordinated, and/ or complementary Initiates collaborations on MRM, CAAFAG, and rein- Ensures that children can access safe, high-quality,
CPHA and CPHA, EiE, and MHPSS programming in child-fo- tegration with CPHA and EiE actors, the Ministry of child-friendly, flexible, protective, and relevant learn-
education cused settings Education, Social Affairs, and other stakeholders ing opportunities and environments

Shares the results of CP assessments and their Establishes referral and monitoring systems so Ensures joint training of CPHA and EiE staff (or
implications for education with communities and education staff can efficiently monitor CP risks in cross-training in each other’s
education actors schools and refer children with protection needs specialisations)

INEE MS EiE Competency Framework

Domain/Topic Competency Competency Level 1 Competency Level 2 Competency Level 3

Protection risks identified and Collaborate with Child Protection to Collaborate with Child Protection Collaborate with Child Protection to
programme responses implemented identify protection risks facing learn- to apply strategies which seek to evaluate and design strategies which
to promote physical and emotional ers attending education activities. reduce protection risks facing chil- reduce protection risks facing children
2.2.1 Protection safety of learners accessing and Use relevant referral pathways dren and improve learners' physical and improve learners' physical and
attending education activities and emotional safety. Use referral emotional safety. Validate that effec-
pathways for children who may need tive referral pathways are in place for
specialist care children who may need specialist care

Psychosocial support and so- Explain the role of psychosocial Identify and implement relevant psy- Design and train others on specialized
cial-emotional learning programmes support and social emotional chosocial support and social emo- psychosocial support and social emo-
2.2.2 Well-being
provided to promote well-being of learning programmes in promoting tional learning programmes which tional learning programmes which
learners student wellbeing seek to promote student wellbeing seek to promote student wellbeing

Education in Emergencies Competency Framework 21

2.2 General Competencies
Both frameworks also contain general competencies around quality, strategy and coordination that are relevant to the other sector, and can be reflected across both:

CPHA Competency Framework

COMPETENCY DOMAIN: 2. ENSURING A QUALITY RESPONSE

Competencies Indicator - Level 1 Indicator - Level 2 Indicator - Level 3

2.1 Coordinating a Engages in coordination with actors in the Child Assumes a specific supportive role within Child Leads the coordination of CPHA efforts for har-
quality Protection in Humanitarian Action coordination Protection in Humanitarian Action coordination monised, timely, tailored, effective preparedness
CPHA response mechanism or other working group mechanism and response actions

COMPETENCY DOMAIN: 4. DEVELOPING ADEQUATE CHILD PROTECTION STRATEGIES

Competencies Indicator - Level 1 Indicator - Level 2 Indicator - Level 3

Identifies CP systems’ safeguarding policies, Strengthens CP systems’ safeguarding policies, Promotes the information flow about and adher-
access to assistance, protection mechanisms, access to assistance, protection mechanisms, ence to CP systems’ safeguarding policies, access
rights-fulfilment, and resilience rights-fulfilment, and resilience to assistance, protection mechanisms, rights-fulfil-
ment, and resilience
4.1 Developing a
Identifies possible partners for relevant CP and Strengthens the establishment of up-to-date Advocates for the establishment of and access
socio-ecological
cross-sectoral service delivery at child, family, referral pathways at child, family, community and to up-to-date referral pathways at child, family,
approach to child
community and society level society level community and society level

Maps and analyses the capacity, influence, and Strengthens civil society actors and management Engages society actors and organisations to col-
gaps of formal and informal civil and CP mecha- systems to cooperate on identifying and respond- laborate, coordinate, and harmonise CPHA-related
nisms and systems to address risk and abuse ing to child protection risks policies, laws, capacity, and response

Engages children in identifying and exploring their Promotes CP group activities that create a pre- Ensures that CP group activities provide a sense
skills, support systems, perspectives, needs, and dictable and stimulating environment for chil- of normalcy and are carried out based on relevant
risks to set up group activities appropriately dren to be safe, to learn, to express themselves, inter-agency guidelines
4.2 Developing to make connections and to feel supported
group activities for
child well-being Identifies, supports and strengthens existing Designs group activities based on needs and pro- Supports an inter-agency definition among CP
spaces, services and activities before developing tection risk assessment and advocates for inclusive, stakeholders of what constitutes culturally, gen-
additional group activities ethical and accessible group activities that building der-, and age-sensitive group activities
children’s resilience

22 Education in Emergencies Competency Framework

INEE MS EiE Competency Framework

Domain/Topic Competency Competency Level 1 Competency Level 2 Competency Level 3

COORDINATION

Comprehensive education responses Describe IASC Cluster system and Participate in the development of Lead relevant coordination mech-
1.2.1 coordinated with humanitarian and UNHCR refugee coordination model. response strategies lead by the anisms (e.g. Education Cluster or
Coordination development actors Participate in Education Cluster or Education Cluster or Working Group, Working Group)
mechanisms Working Group meetings. including the HRP, HNO, RRP pro-
cesses

1.2.2 Collaboration across sectors to Describe cross sectoral approaches Participate in and coordinate with Facilitate coordination across sectors
Cross-sectoral ensure effective, efficient and and their relevance to EiE response clusters and working groups relevant for optimal humanitarian response
collaboration integrated response for EiE

Education in Emergencies Competency Framework 23

References
United Nations Children’s Fund (UNICEF). 2018. “Education in Emergencies: Workforce Strengthening for Protracted Crisis.” https://inee.org/resources/education-emergencies-work-
force-strengthening-protracted-crises

OCHA. "What are Humanitarian Principles?" 2018. UNOCHA, United Nations. https://www.unocha.org/sites/dms/Documents/OOM-humanitarianprinciples_eng_June12.pdf

Sphere Association. 2018. The Sphere Handbook: Humanitarian Charter and Minimum Standards in Humanitarian Response, fourth edition, Geneva, Switzerland. www.
spherestandards.org/handbook

International Federation of Red Cross and Red Crescent Societies (IFRC). 1995. “Code of Conduct.” https://media.ifrc.org/ifrc/who-we-are/the-movement/code-of-conduct/

OHCHR. 2020. “Committee on the Rights of the Child.” https://www.ohchr.org/EN/HRBodies/CRC/Pages/CRCIndex.aspx

24 Education in Emergencies Competency Framework