CED 105-FACILITATING LEARNER-CENTERED TEACHING

WEEK 15-16 METHODS AND STRATEGIES

Instructor: Jonathan F. Bernabe, EdD

PEDAGOGY. is the combination of teaching methods (what instructors do), learning activities
(what instructors ask their students to do), and learning assessments (the assignments,
projects, or tasks that measure student learning).

TEACHING APPROACH. It is a set of principles, beliefs, or ideas about the nature of learning
which is translated into the classroom. An approach is a way of looking at teaching and learning.

Example of Approaches

1. The Constructivist Approach

The constructivist approach is based on the concept of constructivism. This is the belief
that learners create their own understanding of the world around them, and this
understanding is based on experience through their everyday lives as they grow. Using
specific experiences, people transform information they’ve accumulated into
knowledge and understanding.

This approach is handy for allowing learners to take a more active role in the learning
process, as it encourages them to use their previous knowledge as a foundation for
understanding new concepts, as opposed to passively receiving information.

2. The Collaborative Approach

The collaborative approach puts a big emphasis on collaborative learning, which is the
idea that learners work together to gain a greater understanding of the information
they’ve been presented with. The strength of this approach is that learners can capitalize
on each other’s understanding of the information, and even their unique skills and
resources.

This process allows for learners to create an environment where people can interact
with each other by sharing experiences and knowledge. This can be done in a variety
of ways, including exchanging ideas and information, and even evaluating or
monitoring somebody else’s work.

3. The Integrative Approach

The integrative approach differs from the other teaching approaches in the sense that it
tries to provide learners with an environment where they can make connections between
the current topic they’re learning about and other topics they’ll come across at different
stages of the curriculum. This means that it tends to focus on specific connections
between different bits of information, rather than facts in isolation.

While this approach is more commonly used in higher education, it can still be quite
useful at other stages of education too, as it can help learners gain a broader
understanding of the world around them by linking together bits of related information.
 Studies have shown that this kind of approach can help learners stay engaged on the
topics they’re learning about.

4. The Inquiry-Based Approach

The inquiry-based approach is unique in the sense that it encourages learners to engage
in exploration, investigation, research and study. It begins with presenting questions,
scenarios or problems that require critical thinking to solve, which is vastly different
from other approaches where facts are presented in simple manner.

This approach requires more than just simply giving the correct answers to questions
and encourages more thoughtful and engaged participation from learners. This makes
it incredibly effective when teaching science, as many science topics are more easily
learned through an understanding of processes rather than isolated facts.

5. The Reflective Approach

The reflective approach focuses primarily on analyzing what the teacher and learners
are doing in the classroom. It encourages thinking about teaching practices and figuring
out ways to improve them in an attempt to make learning processes more effective for
a class of learners. This can be done through processes such as self-evaluation and self-
reflection, used as ways to essentially learn more about your own practice, improve a
certain practice (like small groups and cooperative learning) or to focus on problem
learners are having.

Some specific forms of assessment that anyone can use in a reflective capacity are diary
presentations and journals.

TEACHING STRATEGIES are the various method educators use in their teaching practice and
cover a wide range of techniques. Effective teaching strategies include preplanning, outlining
learning goals and criteria for success, and consistently providing feedback.

1. Explicit Teaching- is a modelling technique where teachers follow the idea of “I do, We Do
and You do”. Explicit instruction is also known as “fully guided” practice. Teachers who
follow an explicit approach explain, demonstrate and model everything: from blending
sounds together to decode words, to writing a complex sentence with figurative language.

2. Scaffolding- is the process of breaking lessons into manageable units, with the teacher
providing decreasing levels of support as students grasp new concepts and master new skills.
Effective scaffolding helps learners to construct knowledge and perform tasks beyond their
current capacity thus building confidence and capability and enabling learners to perform
more advanced tasks once the scaffolding support is removed.

3. Inferring Technique- To make inferences while you are reading, take two or more details
from the text and try to connect them and draw a reasonable conclusion.
4. KWL- In the K-W-L “reading to learn” process students learn how to learn from texts. This
process involves students in three cognitive steps: assessing what we know, what we want to
find out, and what we learned.

5. Venn Diagram- is a tool that can be used to help visualize relationships between five different
groups of things. uses overlapping circles or other shapes to illustrate the logical relationships
between two or more sets of items. Often, they serve to graphically organize things,
highlighting how the items are similar and different.

6. Read-A-Loud- is an instructional practice where teachers, parents, and caregivers read texts
aloud to children. The reader incorporates variations in pitch, tone, pace, volume, pauses, eye
contact, questions, and comments to produce a fluent and enjoyable delivery. It involves
activities during Pre-Reading, During Reading and After Reading.

7. Cooperative Learning- involves students working together to accomplish shared goals, and it
is this sense of interdependence that motivate group members to help and support each other.
When students work cooperatively they learn to listen to what others have to say, give and
receive help, reconcile differences, and resolve problems democratically.

8. Problem-Based Learning- Problem-based learning is a student-centered pedagogy in which

students learn about a subject through the experience of solving an open-ended problem found
in trigger material.

9. Graphic Organizer- Graphic organizers are a way of organizing information visually to help
students understand and remember it. A good organizer simplifies complex information and
lays it out in a way that makes it easier for a learner to digest. Graphic organizers may include
text and images, and help students make connections in a meaningful way.

10. Demonstration - In this direct instruction method, students watch as a teacher demonstrates
an action or skill. This might be seeing a teacher solving a math problem step-by-step, or
watching them demonstrate proper handwriting on the whiteboard. Usually, this is followed
by having students do hands-on practice or activities in a similar manner.

11. Field Trips- Heading out into the real world gives kids a chance to learn indirectly, through
experiences. They may see concepts they already know put into practice, or learn new
information or skills from the world around them.

12. Role Playing- Role-playing is sort of like a simulation but less intense. It’s perfect for
practicing soft skills and focusing on social-emotional learning. Put a twist on this strategy
by having students model bad interactions as well as good ones and then discussing the
difference.

13. Think-Pair-Share- This structured discussion technique is simple: First, students think about
a question posed by the teacher. Pair students up, and let them talk about their answer. Finally
open it up to whole-class discussion. This helps kids participate in discussions in a low-key
way and gives them a chance to “practice” before they talk in front of the whole class.

14. Computer-Based Instruction- Once a rarity, now a daily fact of life, computer-based
instruction lets students work independently. They can go at their own pace, repeating
 sections without feeling like they’re holding up the class. Teach students good computer skills
at a young age so you’ll feel comfortable knowing they’re focusing on the work and doing it
safely.

15. Journalling- Personal journals give kids a chance to reflect and think critically on topics.
Whether responding to teacher prompts or simply recording their daily thoughts and
experiences, this independent learning method strengthens writing and intrapersonal skills.

LEARNING ACTIVITIES are activities designed or deployed by the teacher to bring about, or
create the conditions for learning.

1. Reading Activities (Individual Reading, Oral Reading, Choral Reading)

2. Writing Activities (Journalling, Theme Writing, Writing Drills etc)
3. Listening
4.Watching
5.Speaking (Debate, Oral Interactions etc)

A. Learning Objectives
1. Note details in a story listened and read
2. Give meaning to the unfamiliar words
3. Promote the Filipino Tradition and Culture
4. Write a reaction on the story

B. Material: The Story of the Fall of Bataan

C. Teaching Approaches:
1. Constructivist (Use the learners’ prior knowledge to develop new knowledge)
2. Reflective (Students’ will write their own reflection on the story)

D. Teaching Strategies
1. Read-A-Loud
A. Before Reading-Unlocking of difficult words
B. During Reading-Inferring
C. After Reading-Comprehension Check
2. Explicit Teaching
Allow the students to read orally the story

E. Learning Activities
1. Reading Activities
2. Writing Activities
 A. METHODOLOGY
Active learning activities
An active learning strategy is any type of activity during class (face-to-face, online, or
outside of class) that engages learners in deep thought about the subject matter in your
course.

Cooperative learning activities

In cooperative learning, students work together in small groups on a structured activity.
They are individually accountable for their work, and the work of the group as a whole
is also assessed. Cooperative groups work face-to-face and learn to work as a team.

Inquiry and inductive learning activities

Inquiry-based learning experiences involve situations in which learners use inductive
reasoning processes to discover patterns, solutions, ideas, and underlying principles and
generalizations.

B. LEARNER-CENTERED INSTRUCTIONAL STRATEGIES

Cooperative learning

Cooperative Learning involves structuring classes around small groups that work together in such a
way that each group member's success is dependent on the group's success.

Presentations

A presentation delivers content through oral, audio and visual channels allowing teacher-learner
interaction and making the learning process more attractive. Through presentations, teachers can
clearly introduce difficult concepts by illustrating the key principles and by engaging the audience
in active discussions.

Panels/Experts

The expert panel method is a commonly used method in Foresight to elicit expert knowledge. The
instructor has the responsibility of organizing the panel discussion. The moderator has the major
job to conduct the discussion on the selected theme. But the panelist is inter among the group
members.

KWL
The letters KWL are an acronym, for what students, in the course of a lesson, already know, want
to know, and ultimately learn. It is a part of the constructivist teaching method where students
move away from what are considered traditional methods of teaching and learning
Brainstorming
Brainstorming is a strategy used to generate a number of ideas to help solve a particular problem.
Brainstorming is a group creativity technique by which efforts are made to find a conclusion for a
specific problem by gathering a list of ideas spontaneously contributed by its members

Learner-created media

focuses on research skills, inquiry, active learning, teamwork, and collaboration.

Discussion

Discussions mainly refer to whole-of-class activities facilitated or led by the teacher. Students may
or may not be seeking an answer to a problem

Small group

It is a student-centered approach where all students join together in a free discussion on a particular
topic and engage in active learning.

Case studies

Stories that are used as a teaching tool to show the application of a theory or concept to real situations.
Dependent on the goal they are meant to fulfill, cases can be fact-driven and deductive where there
is a correct answer.

Jigsaw

Asks a group of students to become “experts” on a specific text or body of knowledge and then share
that material with another group of students. This strategy offers a way to help students understand
and retain information while they develop their collaboration skills.

Learning centers

Are student centered, engaging activities which are also self-checking and self- selecting. The
activities are used to focus on a set of skills and deepen the students' knowledge and abilities in that
area. Students can work alone, in pairs, or in small groups.

Experiments

A sequence of teaching episodes where researchers test hypotheses about how students learn and
reason in mathematics. During the course of the teaching episodes new hypotheses can also be
generated.

Role play

Encourage students to think more critically about complex and controversial subjects and to see
situations from a different perspective. When properly employed, role plays can motivate students in
a fun and engaging way.
Simulation

It is a teaching method that tests participants' knowledge and skill levels by placing them in scenarios
where they must actively solve problems. The instructor defines the parameters to create a safe
environment for hands-on learning experiences

Laboratory

Assumes that first-hand experience in observation and manipulation of the materials of science is
superior to other methods of developing understanding and appreciation. Laboratory training is also
frequently used to develop skills necessary for more advanced study or research.

Workshop

It is defined as assembled group of 10 to 25 persons who share a common interest or problem. They
meet together to improve their individual and skill of a subject through intensive study, research,
practice and discussion.

Demonstration

involves showing your students an experiment, process or phenomenon. It is a strategy that is often
used in science teaching.

Index card

It's a quick way to get a sense of the class's level of understanding, can help you decide if you need
to review content or if you can move on. Index cards can also be used to facilitate conversations. A
technique I use is to first provide each learner with a blank index card.

Inquiry-based

is a learning process that engages students by making real-world connections through exploration
and high-level questioning. It is an approach to learning that encourages students to engage in
problem-solving and experiential learning.

Mental models

are any organized pattern (often a visual representation) consisting of both structure and process (a
flow chart of sorts) that helps a student comprehend content knowledge and/or solve problems
relative to the principle being taught. Advance organizers are often thought of as mental models.

Project-based learning

is a teaching method in which students learn by actively engaging in real-world and personally
meaningful projects.

Discovery learning
is an inquiry-based learning method that takes a constructivist approach to education, where students
are encouraged to construct their own knowledge through a self-directed learning process—
essentially “instructionless” learning.

Q & A session

formats that allow audiences to ask questions to the speakers. Q&As originate in the events industry,
where short Q&A blocks are typically held after each speaker slot to engage the audience and give
them a chance to ask the speaker additional questions.

Social media

Faculty can create groups using social media where useful information can be accessed by all. It is a
good platform for sharing ideas. They can use hashtags to increase outreach of their academic posts
and view submissions by students to check engagement level.

Games or gamification

Gamification in education means that educators apply game design elements to an educational
setting. The goal is usually to make learning more engaging. Breaking the concept of a “game” down
into constituent game design elements is tricky, considering how vast the differences are among, say,
chess, The Sims, and tag.

Competitions

It allows students to extend themselves, explore their real capabilities, and maximize their potential.
It is most productive when it occurs among students of similar abilities.

Debate

involves students in expressing their opinions from two competing perspectives with the goal of
contradicting each other's arguments

F. Flexible Learning and Teaching

Flexible Learning is a method of learning where students are given freedom in how,
what, when and where they learn. Flexible learning environments address how physical
space is used, how students are grouped during learning and how time is used
throughout teaching.

Flexible Teaching is an approach to course design and delivery that helps students learn
and succeed in any mode: face-to-face, online, or hybrid

G. Differentiated Teaching/ Instruction

Differentiated instruction is a teaching approach that tailors instruction to all students'
learning needs. All the students have the same learning goal. But the instruction varies
based on students' interests, preferences, strengths, and struggles.
 F. Education in Emergencies

DOMAIN 1. FOUNDATIONAL STANDARDS

This domain details standards for community participation: participation and resources,
Coordination and Analysis: assessment, response strategies, monitoring, evaluation. They are
the basis for the application of the standards for Access and Learning Environment, Teaching
and Learning, Teachers and Other Education Personnel, and Education Policy.

Community Participation Standard

Standard 1. Participation
Community members participate actively, transparently and without discrimination in
analysis, planning, design, implementation, monitoring and evaluation of education responses.

Key Actions
1. A range of community members participate actively in prioritizing and planning
education activities to ensure safe, effective and equitable delivery of education.
2. Community education committees include representatives of all vulnerable groups
3. Children and youth participate actively in the development, implementation,
monitoring and evaluation of education activities
4. A wide range of community members participate in assessments, context analyses,
social audits of education activities, joint budget reviews, and disaster risk reduction
and conflict mitigation activities.
5. Training and capacity building opportunities are available to community members.

Standard 2. Resources
Community resources are identified, mobilized and used to implement age-appropriate
learning opportunities.

Key Actions
1. Communities, education personnel and learners identify and mobilize local resources
to strengthen access to quality education
2. Education authorities, the local community and humanitarian stakeholders recognize
existing skills and knowledge and design education programmes to maximize the use
of these capacities
3. National authorities, the local community and humanitarian stakeholders use
community resources to develop, adapt and deliver education that incorporates
disaster risk reduction and conflict mitigation.

Coordination Standard

Standard 1. Coordination
Coordination mechanisms for education are in place and support stakeholders working to
ensure access to and continuity of quality education.

Key Actions
 1. Education authorities, which are responsible for fulfilling the right to education, assume
a leadership role for education response, including convening and participating in
coordination mechanisms with other education stakeholders
2. An inter-agency coordination committee coordinates assessment, planning, information
management, resource mobilization, capacity development and advocacy
3. A range of levels and types of education are considered in coordination activities
4. Education authorities, donors, UN agencies, NGOs, communities and other
stakeholders use timely, transparent, equitable and coordinated financing structures to
support education activities.
5. Transparent mechanisms for sharing information on the planning and coordination of
responses exist within the coordination committee and across coordination groups
6. Joint assessments are carried out to identify capacities and gaps in education response
7. All stakeholders adhere to the principles of equality, transparency, responsibility and
accountability to achieve results

Analysis Standard

Standard 1. Assessment
Timely education assessments of the emergency situation are conducted in a holistic,
transparent and participatory manner.

Key Actions
1. An initial rapid education assessment is undertaken as soon as possible, taking into
account security and safety
2. The assessment collects disaggregated data that identify local perceptions of the
purpose and relevance of education, barriers to access to education and priority
educational needs and activities
3. Local capacities, resources and strategies for learning and education are identified, prior
to and during the emergency
4. Context analysis is conducted to ensure that education responses are appropriate,
relevant and sensitive to the potential for risks and conflict
5. Representatives of the affected population participate in the design and implementation
of data collection
6. A comprehensive assessment of education needs and resources for the different levels
and types of education is undertaken with the participation of key stakeholders
7. An inter-agency coordination committee coordinates assessments with other sectors
and relevant stakeholders, to avoid duplication of efforts

Standard 2. Response Strategies

Inclusive education response strategies include a clear description of the context, barriers to
the right to education and strategies to overcome those barriers.

Key Actions
1. Response strategies reflect assessment findings
2. Education responses progressively meet the needs of affected populations for inclusive
and quality education
3. Response strategies are designed and implemented in ways that do not harm the
community or providers and do not worsen the impact of the emergency
 4. Information collected from the initial assessment and context analysis is regularly
updated with new data to inform ongoing education responses
5. Response strategies include capacity building to support education authorities and
community members to carry out assessments and implement response activities
6. Education responses complement and are harmonized with national education
programmes
7. Baseline data are collected systematically at the start of a programme

Standard 3. Monitoring
Regular monitoring of education response activities and the evolving learning needs of the
affected population is carried out.

Key Actions
1. There are effective systems for regular monitoring of education response activities in
emergency situations through to recovery
2. Education response activities are monitored to ensure the safety and security of all
learners, teachers and other education personnel
3. Vulnerable people are regularly consulted, trained in data collection methodologies and
involved in monitoring activities
4. Disaggregated education data are systematically and regularly collected and inform
education responses
5. Education data are analyzed and shared at regular intervals with all relevant
stakeholders, especially affected communities and vulnerable groups

Standard 4. Evaluation
Systematic and impartial evaluations improve education response activities and enhance
accountability

Key Actions
1. Regular evaluations of education response activities produce credible and transparent
data and inform future education activities
2. All stakeholders, including representatives of the affected community and education
authorities, are involved in evaluation activities
3. Lessons and good practices are widely shared and inform future advocacy,
programmes and policies

DOMAIN 2. ACCESS AND LEARNING ENVIRONMENT

Standards in this domain focus on access to safe and relevant learning opportunities. They
highlight critical linkages with other sectors such as

Standard 1. Equal Access

All individuals have access to quality and relevant education opportunities

Key Actions
1. No individual or social group is denied access to education and learning opportunities
because of discrimination
2. Learning structures and sites are accessible to all
 3. Barriers to enrolment, such as lack of documents or other requirements, are removed
4. A range of flexible, formal and non-formal education opportunities is progressively
provided to the affected population to fulfil their education needs
5. Through sensitization and training, local communities become increasingly involved
in ensuring the rights of all children, youth and adults to quality and relevant
education
6. Sufficient resources are available and ensure continuity, equity and quality of
education activities
7. Learners have the opportunity to enter or re-enter the formal education system as soon
as possible after the disruption caused by the emergency
8. The education programme in refugee contexts is recognized by the relevant local
education authorities and the country of origin.
9. Education services for disaster-affected populations do not negatively impact host
populations.

Standard 2. Protection and Well-Being

Learning environments are secure and safe, and promote the protection and the psychosocial
well-being of learners, teachers and other education personnel.

Key Actions
1. The learning environment is free from sources of harm to learners, teachers and other
education personnel
2. Teachers and other education personnel acquire the skills and knowledge needed to
create a supportive learning environment and to promote learners’ psychosocial well-
being
3. Schools, temporary learning spaces and child-friendly spaces are close to the
populations they serve
4. Access routes to the learning environment are safe, secure and accessible for all
5. Learning environments are free from military occupation and attack
6. The community contributes to decisions about the location of the learning environment,
and about systems and policies to ensure that learners, teachers and other education
personnel are safe and secure
7. Safe learning environments are maintained through disaster risk reduction and
management activities

Standard 3. Facilities and Services

Education facilities promote the safety and well-being of learners, teachers and other education
personnel and are linked to health, nutrition, psychosocial and protection services.

Key Actions
1. Learning sites and structures are safe and accessible for all learners, teachers and other
education personnel
2. Temporary and permanent learning environments are repaired, retro-fitted or replaced
as needed with disaster-resilient design and construction
3. Learning spaces are marked by visible protective boundaries and clear signs.
4. Physical structures used for learning sites are appropriate for the situation and include
adequate space for classes, administration, recreation and sanitation facilities
 5. Class space and seating arrangements meet agreed ratios of space per learner and
teacher in order to promote participatory methodologies and learner-centered
approaches
6. Community members, including young people, participate in the construction and
maintenance of the learning environment
7. Adequate quantities of safe water and appropriate sanitation facilities are provided for
personal hygiene and protection, taking into account sex, age and people with
disabilities
8. Skills-based health and hygiene education is promoted in the learning environment
9. School-based health and nutrition services are available to address hunger and other
barriers to effective learning and development
10. Schools and learning spaces are linked to child protection, health, nutrition, social and
psychosocial services

DOMAIN 3. TEACHING AND LEARNING

These standards focus on critical elements that promote effective teaching and learning,
including curricula, training, professional development and support, instruction and learning
processes, and assessment of learning outcomes.

Standard 1. Curricula
Culturally, socially and linguistically relevant curricula are used to provide formal and non-
formal education, appropriate to the particular context and needs of learners.

Key Actions
1. Education authorities lead the review, development or adaptation of the formal
curriculum, involving all relevant stakeholders
2. Curricula, textbooks and supplementary materials are appropriate to the age,
developmental level, language, culture, capacities and needs of learners
3. Formal curricula and examinations used in the education of refugees and internally
displaced people are recognized by home and host governments
4. Formal and non-formal curricula teach disaster risk reduction, environmental education
and conflict prevention
5. Curricula, textbooks and supplementary materials cover the core competencies of basic
education including literacy, numeracy, early learning, life skills, health and hygiene
practices
6. Curricula address the psychosocial well-being and protection needs of learners
7. Learning content, materials and instruction are provided in the language(s) of the
learners
8. Curricula, textbooks and supplementary materials are gender-sensitive, recognize
diversity, prevent discrimination and promote respect for all learners
9. Sufficient, locally procured teaching and learning materials are provided in a timely
manner

Standard 2. Training, Professional Development and Support

Teachers and other education personnel receive periodic, relevant and structured training
according to needs and circumstances.

Key Actions
 1. Training opportunities are available to male and female teachers and other educational
personnel, according to needs
2. Training is appropriate to the context and reflects learning objectives and content
3. Training is recognized and approved by relevant education authorities
4. Qualified trainers conduct training courses that complement in-service training,
support, guidance, monitoring and classroom supervision
5. Through training and ongoing support, teachers become effective facilitators in the
learning environment, using participatory methods of teaching and teaching aids
6. Training includes knowledge and skills for formal and non-formal curricula, including
hazard awareness, disaster risk reduction and conflict prevention.

Standard 3. Instruction and Learning Process

Instruction and learning processes are learner-centered, participatory and inclusive.

Key Actions
1. Teaching methods are appropriate to the age, developmental level, language, culture,
capacities and needs of learners
2. Teachers demonstrate an understanding of lesson content and teaching skills in their
interaction with learners
3. Instruction and learning processes address the needs of all learners, including those
with disabilities, by promoting inclusiveness and reducing barriers to learning
4. Parents and community leaders understand and accept the learning content and
teaching methods used.

Standard 4. Assessment of Learning Outcomes

Appropriate methods are used to evaluate and validate learning outcomes.

Key Actions
1. Continuous assessment and evaluation of learners’ progress towards established
objectives inform teaching methods
2. Learners’ achievement is recognized and credits or course completion documents are
provided accordingly
3. Graduates of technical and vocational programmes are assessed to gauge the quality
and relevance of the programmes against the changing environment
4. Assessment and evaluation methods are considered fair, reliable and non-threatening
to learners
5. Assessments are relevant to learners’ future educational and economic needs

DOMAIN 4: TEACHERS AND OTHER EDUCATION PERSONNEL

Standards in this domain cover administration and management of human resources in the field
of education. This includes recruitment and selection, conditions of service, and supervision
and support.

Standard 1. Recruitment and Selection

A sufficient number of appropriately qualified teachers and other education personnel are
recruited through a participatory and transparent process, based on selection criteria reflecting
diversity and equity.
Key Actions
1. Clear, appropriate, non-discriminatory job descriptions and guidelines are developed
before the recruitment process
2. A representative selection committee selects teachers and other education personnel
based on transparent criteria and an assessment of competencies, taking into account
community acceptance, gender and diversity
3. The number of teachers and other education personnel recruited and deployed is
sufficient to avoid over-sized classes

Standard 2. Conditions of Work

Teachers and other education personnel have clearly defined conditions of work and are
appropriately compensated.

Key Actions
1. Compensation systems and conditions of work are coordinated among all relevant
stakeholders
2. Compensation and conditions of work are described in contracts, and compensation is
provided regularly
3. Teachers and other education personnel are allowed to organize to negotiate terms and
conditions.
4. A code of conduct, which includes clear implementation guidelines, exists and is well
respected

Standard 3. Support and Supervision

Support and supervision mechanisms for teachers and other education personnel function
effectively.

Key Actions
1. Adequate teaching and learning materials and space are available
2. Teachers and other education personnel are involved in professional development that
contributes to their motivation and support
3. A transparent, accountable supervisory mechanism provides for regular assessment,
monitoring and support for teachers and other education personnel
4. Performance appraisals for teachers and other education personnel are conducted,
documented and discussed regularly
5. Students regularly have the opportunity to provide feedback on the performance of
teachers and other education personnel
6. Appropriate, accessible and practical psychosocial support is available to teachers and
other education personnel

DOMAIN 5. EDUCATION POLICY

Standards in this domain focus on policy formulation and enactment, planning and
implementation.

Standard 1. Law and Policy Formulation

Education authorities prioritize continuity and recovery of quality education, including free and
inclusive access to schooling.

Key Actions
1. 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
2. National education laws, regulations and policies respect, protect and fulfil the right to
education and ensure continuity of education
3. Laws, regulations and policies ensure that every education facility rebuilt or replaced
is safe
4. Laws, regulations and policies are based on an analysis of the context that is developed
through participatory and inclusive processes
5. National education policies are supported with action plans, laws and budgets that allow
a quick response to emergency situations
6. Laws, regulations and policies allow schools for refugees to use the curricula and
language of the country or area of origin
7. Laws, regulations and policies allow non-state actors, such as NGOs and UN agencies,
to establish education in emergency programmes

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
1. Formal and non-formal education programmes reflect international and national legal
frameworks and policies
2. Planning and implementation of educational activities are integrated with other
emergency response sectors
3. Emergency education programmes are linked to national education plans and strategies
and are integrated into longer-term development of the education sector
4. Education authorities develop and implement national and local education plans that
prepare for and respond to future and current emergencies
5. Financial, technical, material and human resources are sufficient for effective and
transparent development of education policy, and for planning and implementation of
education programmes