Competences & Standards

This Guide is designed to assist national policy- and decision-makers and education officials to develop an informed teacher policy as an integrated component of national education sector plans or policies, aligned to national development plans and strategies.
More specifically, the Guide is a tool designed to contribute to the elaboration of an evidence-informed national teacher policy, specific to each national context and drawing on the evidence of good practices from a wide range of countries and organizations.1
Based on the best available evidence on teacher policy and the teaching profession, the Guide aims to:

• Present an overview of teacher-related policy dimensions and issues that need to be considered when elaborating a national teacher policy and how they are interrelated;
• Outline policy responses that need to be considered; and
• Suggeststepstoelaborateandimplementanational teacher policy.

UNESCO, International Taskforce on Teachers for Education 2030

2019

Health workers are at the front line of the COVID-19 outbreak response and as such are exposed to hazards that put them at risk of infection. Hazards include pathogen exposure, long working hours, psychological distress, fatigue, occupational burnout, stigma, and physical and psychological violence. This document highlights the rights and responsibilities of health workers, including the specific measures needed to protect occupational safety and health.

WHO

2020

The aim of this paper is to supports the ways countries may go about developing or strengthening their pre-primary workforce. There are multiple pathways to competent and effective workforce that may be relevant to different country context and that may combine different level of qualifications, with training and retention strategies in support of developing adapted career trajectories for pre-primary teachers. Our focus in this paper is to summarize the background evidence and research available in the area of pre-primary workforce development that can in turn support the outline of options and pathways to be developed further through in the next part of the work.

UNICEF/Jan Peeters, Ayça Alayli, Marilou Hyson and Hsiao-Chen Lin

2019

This guide has been designed to strengthen the competencies of child protection actors. The term "child protection actors" covers three categories of actors: social workers, para-social workers and community actors.

The goal of this guide is to develop the basic professional competencies of child protection actors, particularly social workers and para-social workers. This guide will also help trainers develop training content and ensure that child protection actors acquire the required information (knowledge), know-how (skills) and interpersonal skills (attitudes). The first part of the guide is intended for those who train child protection actors and is based on a child protection competency matrix. The second part of the guide includes sessions on themes specific to Terre des hommes.

Terre des Hommes / Didier Sevet, Claudie Ouedraogo, Saïdou Chojnowicz, Gaele Bertrand, Sara Lim

2018

Informing and guiding the development of a Framework to Strengthen the Capacity of “Tipat Halav” nurses in Israel is a qualitative research study on behalf of Goshen Institute, with the overall objective to generate in-depth data that unveil effective processes and strategies which need to be in place in order to achieve a practice-change among Parent and Child Health ("Tipat Halav") nurses in Israel. Specifically, the study, which is part of a larger initiative pursued by Bernard Van Leer Foundation, the Rothschild Foundation Foundation and Israel’s Ministry of Health, aimed at mapping:

1. the strategies and processes that need to be in place in order to successfully achieve a practice-change among nurses in working with parents;
2. the common elements among successful programs;
3. the barriers and challenges in program implementation.

Interviews with 9 training providers and practitioners from across 6 countries, highlighted the complexity of the field and of nurses’ role and revealed the necessary knowledge, skills and attributes that effective nurses should possess. In addition, the interviews revealed the key challenges faced by the profession, the professionals and the training programs, as well as the success factors and recommendations about how challenges can be tackled. Research results highlight that practice-change is inseparably linked to the system in which practitioners operate and that in order for practice change to be achieved it is important to recognize the importance of the field as well as the uniqueness of this field. Thus, interviewees highlighted the need to focus on the social aspects of health and move beyond hospital-oriented practices and theory as well as the need for more innovative, practice-based approaches and experiential learning and for common standards of practice and common standards among training providers.  

2020

Our objective during the explorations was to provide guidelines for those working with parents and other caregivers about how to communicate with parents about learning through play. Caregivers and especially parents have a great role to play in their children’s well-being and brain development. This makes it more important to communicate with parents about the benefits of their role, for the sake of the child’s development.

The co-created outcomes from this Exploration are the following guidelines for communicating with parents and caregivers about their role in engaging children in playful activities.

Alejandra Zaragoza Scherman, Eszter Salamon, Rosemarie Truglio, Tim Jay

The LEGO Foundation

The Minimum standards for child protection in humanitarian action have been developed to support child protection work in humanitarian settings by: Establishing common principles between those working in child protection; Strengthening coordination between humanitarian actors; Improving the quality of child protection programming and its impact on children; Improving the accountability of child protection programming; Defining the professional field of child protection in humanitarian action; Providing a synthesis of good practice and learning to date; and Strengthening advocacy and communication on child protection risks, needs and responses.

The Alliance for Child Protection in Humanitarian Action

2019

This report sheds a light on some of these disparities for the early years workforce. It includes a review of the relevant literature; an analysis of quantitative data covering a large representative sample of workers in England; and 40 interviews with early years practitioners, setting managers and local policy-makers. The most common barriers identified in all three strands of research were pay, work demands, certain demographic characteristics, training and the organisational climate of the early years provider. 

The study addresses the following research questions:

• How stable is the EY workforce in England?
• What are the main barriers to stability?
• How do these barriers vary by region?
• How do these barriers vary by provider type?

Social Mobility Commission

2020

This INEE Guidance Note addresses a gap in the tools that are currently available to educators and professionals operating in emergency and crisis contexts. This INEE Guidance Note encourages more intentional and consistent implementation of practical, goodquality psychosocial interventions on the education frontlines by teachers, education administrators, parents, counselors, peers, ministries, and other education personnel in three concrete ways:

• The Guidance Note clarifies the education sector’s importance in supporting the psychosocial wellbeing of children and youth.
• The Guidance Note provides educators with practical tips and advice about how to integrate PSS into formal and non-formal education efforts.
• The Guidance Note highlights linkages between PSS in education and other sectors. This Guidance Note was developed for all professionals who carry out or support formal and non-formal educational activities for children and youth during humanitarian crises. It is also useful to government entities, policy-makers, community groups, humanitarian workers, parents, peers, and families for planning, programming, policy, and advocacy purposes, and to mechanisms such as the Education Cluster and other education coordination or working groups.

The INEE Guidance Note on Psychosocial Support can be found in Arabic, English French, Portuguese, Spanish and Turkish via the link below.

This presentation outlines the Medak Early Childhood Education Initiative and it presents the results of a study that aimed at:  understanding the awareness of Caregivers (AWWs) understanding on importance of ECE; understanding their perception towards ECE in the context of Child Development; planning interventions to improve understanding of AWWs about ECE by the efforts of the Foundation and the ICDS department. The implications for training are presented and discussed.

Azim Premji Foundation / M Sreenivasa Rao

Fourth Childhood Development and Poverty Reduction International Conference and ARNEC's 2015 Asia-Pacific Regional ECD Conference

2015