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I I E P • I N T E R N A T I O N A L I N S T I T U T E F O R E D U C A T I O N A L P L A N N I N G
G u i d e b o o k f o r p l a n n i n g e d u c a t i o n i n e m e r g e n c i e s a n d r e c o n s t r u c t i o n
Summary of suggested strategies
Teacher training: teaching and learning methods
Co-ordinate or facilitate a needs assessment for teacher education and training, including development of a systematic
structure that best meets the present and future needs of the emergency-affected populations.
2. In consultation with other education providers, develop a framework such that in-service teacher training provided during
emergencies can build up cumulatively towards recognized professional teacher status.
3. Design an integrated programme for teacher training that provides an introduction to the needed competencies, together
with continuing in-school guidance and support.
4. Promote classroom-based training. 5. Consider establishing teacher resource centres.
6. Support teachers through provision of teachers’ manuals and teaching materials.
7. Recognize that teachers may have suffered stress during the emergency and prepare them to help students with psychosocial
problems.
8. Train selected teachers in education for ‘survival skills’ and curriculum enrichment themes related to the emergency such as
health, safety, peace, citizenship and environment.
9. Train bilingual teachers where necessary. 10. Facilitate the training of teachers and volunteers for early
childhood development and pre-school programmes. 11. Plan for the renewal of full-time pre-service teacher education
and training. 12 Consider the use of open and distance learning for training
teachers.
SUGGESTED STRATEGIES
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I I E P • I N T E R N A T I O N A L I N S T I T U T E F O R E D U C A T I O N A L P L A N N I N G
C h a p t e r 1 8 : T e a c h e r t r a i n i n g : t e a c h i n g a n d l e a r n i n g m e t h o d s
Guidance notes
1. Co-ordinate or facilitate needs assessments for teacher education and
training, including the development of a systematic structure that best meets the present and future needs of the emergency-affected
populations.
See also the Guidebook, Chapter 28, ‘Assessment of needs and resources’.
•
In the case of an inter-agency multi-sectoral needs assessment, undertaken jointly with the government, ensure that teacher training is represented in the needs-
assessment team by internationalnational educators with experience of both pre-service and in-service training in the regioncountry concerned.
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Set in motion a detailed review, for emergency-affected areas, of teacher numbers in the various levels and types of schooling, their gender, qualifi cations and training,
ongoing training programmes and the future need for in-service training and support.
•
Collect information on the structure and contents of teacher training being undertaken by the United Nations, NGOs and other education providers.
2. In consultation with other education providers, develop a framework
