This report provides a summary of the observations, analyses and recommendations that were compiled by the Global CP AoR, Global Education Cluster and Somalia Education Cluster.

The IASC Reference Module for the Implementation of the Humanitarian Program Cycle defines the roles and responsibilities of international humanitarian actors and the way that they interact with each other, national and local authorities, civil society and with people affected by crises. This Reference Module provides a standard and adapt-able set of tools for use in humanitarian crises globally.

These guides are intended as practical guidance for Save the Children staff working at Head Office and within country programmes who want to support children’s meaningful involvement in the governance, planning, implementation, monitoring and evaluation of their work. The guides have been written in consultation with staff who have expertise in facilitating children’s participation and those with specialist technical knowledge in the specific areas of work they cover. However, children’s participation is an evolving field with a myriad of value approaches and definitions. You should therefore view these guides as providing a structure and support as you develop your own best practice and pilot new ways of involving children and young people in your own local context.

The Nepal Education Cluster was activated on the 26th April immediately after the first earthquake struck Nepal. The Education Cluster is led by the Department of Education under the supervision of the Ministry of Education and is co-led by UNICEF and Save the Children. The Government of Nepal and the international humanitarian community are now moving from the emergency to the reconstruction phase. This document is intended to be a draft discussion document to guide the transition process.

This document contains guidance around topics that should be included in (initial) meetings with Cluster Lead Agency/Agencies (CLA) – considering Cluster experience of the UNICEF Representative and the Save the Children Country Director:

Practice standards are statements that describe an expected level of performance. These practice standards state what children and others can expect of Save the Children’s practice in child participation.They are designed to apply to all Save the Children’child participation work and represent minimum expectations of the ways in which staff will behave and operate.

This matrix and accompanying presentation and facilitation notes can be used to help national clusters to review and assess their performance and prioritise actions to ensure people are at the centre of the cluster's work. The matrix uses the Core Cluster Performance Management (CCPM) survey as the baseline for analysis, but proposes a participatory process to review how cluster partners and stakeholders can work towards meeting the Core Humanitarian Standard for quality and accountability (CHS) commitment and quality criteria.

Using participatory approaches in impact evaluationmeans involving stakeholders, particularly the participants in a programme or those affected by a given policy, in specific aspects of the evaluation process. The term covers a wide range of different types of participation, which differ in terms of what is understood by ‘participation’, whose participation is wanted, and what it is that those people are involved in and how. By asking the question, ‘Who should be involved, why and how?’ for each step of an impact evaluation, an appropriate and context-specific participatory approach can be developed.

Ideally School buildings and education facilities should not be used as shelter by families who have been displaced due to conflict. Using school buildings as shelter denies displaced and host community children access to safe learning environments.However, in a case of mass displacement where no other shelter options are available and schools are used as a last resort, the following measures should be taken to minimize the negative impact on schools:

Le Manuel contient 19 normes, chacune d'entre elle est accompagnée d’actions clés et de notes d’orientation. Le but de ce manuel est d'améliorer la qualité de la préparation, de la réponse et du relèvement dans le secteur de l'éducation.