Guidelines for Transitional Education Plan Preparation

Autor/inn/en	Lattanzio, Raphaëlle Martinez; Bethke, Lynne; Haas, Anna; Perrier, Janne Kjaersgaard; De Grauwe, Anton; Sigsgaard, Morten; Bird, Lyndsay; Coury, Diane; Gay, Dorian; MacEwan, Leonora; Seeger, Anna
Institution	Global Partnership for Education (GPE); United Nations Educational, Scientific, and Cultural Organization, Paris (France). International Inst. for Educational Planning.
Titel	Guidelines for Transitional Education Plan Preparation
Quelle	(2016), (40 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Leitfaden; Transitional Programs; Planning; Guidelines; Foreign Countries; Program Content; Policy Formation; Program Design; Costs; Financial Support; Program Evaluation; Global Approach; Crisis Management; Public Policy; Access to Education; Government Role; Partnerships in Education; International Cooperation; Data Analysis; Data Collection; Educational Policy + Suchen Sie Ihr Suchwort? Ablaufplanung; Planungsprozess; Richtlinien; Ausland; Programmgestaltung; Politische Betätigung; Programme design; Programmaufbau; Programmplanung; Cost; Kosten; Finanzielle Förderung; Programme evaluation; Programmevaluation; Globales Denken; Krisenmanagement; Öffentliche Ordnung; Education; Access; Bildung; Zugang; Bildungszugang; Hochschulpartnerschaft; Internationale Kooperation; Internationale Zusammenarbeit; Auswertung; Data capture; Datensammlung; Politics of education; Bildungspolitik
Abstract	The "Guidelines for the Transitional Education Plan Preparation" are the result of an extensive consultation process and the product of fruitful guidance and contributions from key partners active in the field of education in emergencies and protracted crises. The new global education agenda 2030 places strong emphasis on countries affected by adverse situations. It urges governments to put in place robust and responsive policies, strategies, and systems to ensure quality education in challenging contexts, and calls upon the international community to "build back better" by providing coordinated support and investing where education needs are the most acute. The agenda expressly recognizes that the largest education gaps exist in crisis situations, noting that it is "critical to develop education systems that are more resilient and responsive in the face of conflict, social unrest, and natural hazards--and to ensure that education is maintained during emergency, conflict, and postconflict situations." In response to the call for greater effort and investment in crisis-affected and challenging situations, these guidelines were designed to assist countries in preparing a transitional education plan (TEP). They first 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 that are mapped according to the plan preparation steps. For countries that are candidates for GPE funding, a second accompanying document, Guidelines for Transitional Education Plan Appraisal, must be used as part of the GPE grant process to assess the extent to which the TEP responds to expected requirements before its endorsement by development partners, including the civil society. The following are appended: (1) Main components of a context analysis in challenging contexts; and (2) Checklist of key education system performance analysis components and corresponding education indicators. (ERIC).
Anmerkungen	Global Partnership for Education. Available from: World Bank, MSN P6-600, 1818 H Street NW, Washington D.C., 20433. Tel: 202-458-0825; Fax: 202-522-3923; e-mail: information@globalpartnership.org; Web site: http://www.globalpartnership.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01