[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-detail-168907-en":3,"doc-seo-168907-105":30,"detail-sidebar-cat-1-en-105":91},{"code":4,"msg":5,"data":6},0,"success",{"doc_id":7,"user_id":8,"nickname":9,"user_avatar":10,"doc_module":11,"category_id":12,"category_name":13,"doc_title":14,"doc_description":15,"doc_content":16,"file_id":17,"file_url":18,"file_type":19,"file_size":20,"view_count":11,"is_deleted":4,"is_public":11,"is_downloadable":11,"audit_status":11,"page_count":21,"language":22,"language_code":23,"site_id":24,"html_lang":23,"table_of_contents":25,"faqs":26,"seo_title":27,"seo_description":15,"update_tm":28,"read_time":29},168907,8796095360427,"Lucas Martin","https://ap-avatar.wpscdn.com/davatar_994ba38a5ba835b3df7d355c54d3ed8d",1,17,"Forms","AAP-Checklist - Accountability to Affected Populations Checklist","Guidance checklist for integrating accountability to affected populations throughout the Education Cluster Strategy document and its development process. Provides step-by-step actions covering preparation for strategy development, including forming a Strategy Task Team with affected-population representation and embedding accountability language in Terms of Reference. Includes instructions to review key accountability-related documents and standards, map inter-sectoral engagement resources, and develop timelines and workplans that fund participatory processes, interpretation, and translation. Also covers gathering evidence through secondary data review, needs assessments with participatory methodologies, stakeholder surveys, and dedicated child and youth consultations.","GLOBAL EDUCATION CLUSTER STRATEGY PACKAGE\u000bACCOUNTABILITY TO AFFECTED POPULATIONS CHECKLIST\nThis checklist provides guidance for integrating accountability to affected populations throughout the Cluster Strategy document and development process. It follows the same step-by-step structure as the full \u0013 HYPERLINK \"https://educationcluster.box.com/v/strategyguide\" \\h \u0014Guide to Developing Education Cluster Strategies\u0015 available in the \u0013 HYPERLINK \"https://educationcluster.box.com/v/strategypackage\" \\h \u0014Strategy Package\u0015.\nPREPARE FOR STRATEGY DEVELOPMENT\nConsider who is part of the Strategy Task Team. Look for representatives who can bring the voices of the affected population to the table, remembering of course that this is a heterogeneous group. A national Teacher Association, national body representing School Management Committees and youth groups could be considered. Depending on context, and to some extent personalities, looking to local or national NGOs or a sub-national government representative can also be good ways of ensuring that there are people engaged in leading the process who are as close as possible to those affected by the crisis. This individual should be tasked with highlighting accountability within discussions, in the same way an education development representative might be tasked with supporting alignment with long term education sector plans. It can also be useful to invite additional representatives to specific Strategic Task Team meetings or other consultative events as part of the Strategy development process.\nStrategy Task Team ToR: Ensure accountability is explicitly referenced in the Strategy Task Team Terms of Reference, some suggested language is included in the \u0013 HYPERLINK \"https://educationcluster.box.com/v/strategytaskteamtor2017\" \\h \u0014Terms of Reference Template\u0015.\nReview key documents: Look for resources that have documented accountability processes in the country before, either within the education sector or more generally. These might include evaluations, lessons learned reviews, contingency plans, or reports from previous crises where community engagement was documented. You could even ask for regional examples if there are none in country. Are there any trends, lessons learned or findings that are relevant? If there is already a Cluster Accountability Plan in place, make sure you are familiar with it. Review the resources relating to accountability included in the Resources section below.  Review the \u0013 HYPERLINK \"http://toolkit.ineesite.org/inee_minimum_standards\" \\h \u0014INEE Minimum Standards\u0015, particularly the Foundational Standards relating to Community Participation and Resources.\nIdentify inter-sectoral resources and activities: Increasingly, there are inter-sectoral initiatives that are focused on engagement and communication with affected communities. Find out what exists in your context, what activities they are planning, and what data they collect and share. There should be ways their work can support the Cluster Strategy development, dissemination and monitoring processes. Use them!\nDevelop timeline and workplan: Build in time to allow for participatory processes and meaningful engagement with children, communities and other local actors. This does tend to require additional time and resources if done properly, so factor this into the planning stages. Budget time and funds for interpretation and translation services if needed, including translation of final products. Brining actors from the sub-national level (e.g. local government actors or youth representatives) will need to be budgeted for; look for in kind support from Cluster partners if possible. Suggested actions and timeframes are included in the \u0013 HYPERLINK \"https://educationcluster.box.com/v/edstrategyworkplantemplate\" \\h \u0014Strategy Workplan Template\u0015.\nGATHER EVIDENCE AND DETERMINE NEEDS\nSecondary data review: Seek out assessments, analysis or media reports that include direct documentation of the affected populations’ opinions","cbCaiptAizN03TKG","https://ap.wps.com/l/cbCaiptAizN03TKG","docx",97493,5,"English","en",105,"# Prepare for strategy development\n## Strategy Task Team and documentation review\n## Timeline, workplan, and inter-sectoral resources\n# Gather evidence and determine needs\n## Secondary data review and needs assessment\n## Stakeholder survey and child/youth inclusion","[{\"question\":\"How should the Strategy Task Team include voices from affected populations?\",\"answer\":\"Identify representatives who can bring affected-population voices to the table, recognizing the group is heterogeneous. Consider national teacher associations, school management committees, youth groups, local/national NGOs, or sub-national government representatives to help lead the process with people close to those affected.\"},{\"question\":\"What documents and standards should be reviewed before developing the strategy?\",\"answer\":\"Look for resources that documented accountability processes in the country, including evaluations, lessons learned reviews, contingency plans, and reports from previous crises with community engagement. If a Cluster Accountability Plan exists, review it, and consult the INEE Minimum Standards, especially those related to community participation and resources.\"},{\"question\":\"How should assessments include the priorities of affected populations and vulnerable groups?\",\"answer\":\"Ensure assessments use participatory methodologies and identify affected-population priorities, including children. 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Consider national teacher associations, school management committees, youth groups, local/national NGOs, or sub-national government representatives to help lead the process with people close to those affected.","Answer",{"name":78,"@type":73,"acceptedAnswer":79},"What documents and standards should be reviewed before developing the strategy?",{"text":80,"@type":76},"Look for resources that documented accountability processes in the country, including evaluations, lessons learned reviews, contingency plans, and reports from previous crises with community engagement. If a Cluster Accountability Plan exists, review it, and consult the INEE Minimum Standards, especially those related to community participation and resources.",{"name":82,"@type":73,"acceptedAnswer":83},"How should assessments include the priorities of affected populations and vulnerable groups?",{"text":84,"@type":76},"Ensure assessments use participatory methodologies and identify affected-population priorities, including children. Use joint or harmonized approaches that sample appropriately by age, gender, and at-risk or vulnerable groups. 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